2012 Annual Report
Camara 2012 Annual Report | 1 “It is not enough to teach children how to read, write and count. Education has to cultivate mutual respect for others and the world in which we live, and help people forge more just, inclusive and peaceful societies.”
— Ban Ki Moon, Secretary General of the United Nations. Table of Contents
Introduction
Chairperson's Report ...... 3 Treasurer's Report ...... 4 Chief Executive Officer’s Report ...... 5 What we do
About Camara ...... 9 Camara's Supporters ...... 11 Operational Updates
Country Statistics ...... 15 Education Hubs ...... 17 Resource Centres ...... 23 Camara Dublin ...... 25 Technology Enhanced Learning ...... 27 Hub Accounts ...... 29 Camara Milestones ...... 31 2012 - A Year in Stories ...... 33 Camara Audited Accounts
Director's Report ...... 41 Auditor's Report ...... 45 Statement of Financial Activities ...... 47 Balance Sheet ...... 48 Cash Flow Statement ...... 48 Accounting Policies ...... 49 Notes to the Financial Statements ...... 50 Detailed Statement of Financial Activities ...... 54 Monitoring and Evaluation
Introduction ...... 57 The Camara Model ...... 58 Methodology ...... 60 Principal Report ...... 63 Photos: Teacher Report ...... 74 Student Report ...... 80 Front cover: Zuhura Khamis 2012 Hub Audit ...... 90 Salim, Marketing Manager for Camara Impact Calculation ...... 91 Camara Kenya. Contact us Page before: Computer class- room in Kenya. Camara Contacts ...... 94 INTRODUCTION
Jerusalem Primary School, Ethiopia. Chairperson’s Report Treasurer’s Report Maria Mahon Deirdre McCooey Chairperson of Camara Education Treasurer of Camara Education
Camara experienced a very successful year in 2012, Camara recorded a net surplus of €388,471 in 2012 with approximately 50% growth on 2011. This means compared to €123,589 in 2011. Incoming resources we made a significantly greater impact by delivering in 2012 increased by 46% to €1,671,979 mainly due a better education to those that have much less than to extra voluntary income and self-generated income. we are accustomed. Resources expended by Camara in 2012 increased by 25% to €1,283,508, which reflected the ongoing It was great to have the addition of our US hub which growth and development of Camara. holds significant potential for sourcing computers. In Africa, we welcomed Camara Tanzania into the Camara’s cash position at year end increased to network; a country which very much fits the Camara €390,137 in the bank, compared to €116,327 in the profile and has huge demand for affordable ICT in previous year. The financial reserves at 31 December Education. Operations in Uganda and Rwanda contin- 2012 were greater than one quarter of operating ued to be impacted by the refurbished computer bans costs, in line with the reserves policy adopted by the but all operations in Africa, Jamaica and Ireland made Board. considerable progress, with the establishment of sub- hubs in a number of these countries. Costs associated directly with our Charitable Activities in 2012 represented 86% of our total resources The challenges we face in operating in these territo- expended, which is 5% higher than previous years, ries are considerable. We need to continue making due mainly to the increased activities in the African progress in measuring our impact through Monitoring Hubs. The balance of our costs in 2012 consisted and Evaluation, delivering an even better offering to of Governance Costs (7% of the total) and Costs of schools through improved training, educational con- Generating Voluntary Income (7% of the total). tent and support, along with strengthened hubs.
The progress made with partners was a pleasing Summary of our major financial results is aspect. This contribution, which comes in the form presented below: of financial resources, technology and time, enables Camara to continue making such an impact. Our 2012 (€) 2011 (€) achievements would not be possible without our Total Incoming resources 1,671,979 1,148,407 talented team and those who generously volunteer Total Resources Expended 1,283,508 1,024,818 their time. It is always hugely motivating to walk into Net Income Resources 388,471 123,589 any Camara hub and see such dedicated people giving Cash at Bank (year end) 390,137 116,327 their time and skills towards our goal of alleviating Staff Costs 617,358 589,056 poverty. Costs of Generating Voluntary Income 94,487 113,945 Speaking of which, I would like to thank my fellow Governance Costs 82,852 81,895 Board members for delivering guidance and support Charitable Activities 1,106,169 828,978 to the executive team in 2012. We were fortunate to be joined by Julian Davis at the end of the year, who has made a great addition.
Finally, on behalf of the 500,000 students who have gained Digital Literacy as a result of Camara, I would Left: Diell Betigill School stu- like to thank you. With your continued support, we dent, Addis Ababa, Ethiopia. can turn half a million educated students into several million educated students, all better equipped to Right: Inspire Academy relieving the poverty they find themselves in. student, Lusaka, Zambia.
3 | Camara 2012 Annual Report Camara 2012 Annual Report | 4 Chief Executive Officer’s Report John Fitzsimons CEO of Camara Education
The year 2012 was hugely successful for Camara This is just the start. We have started to map out our Education. Not only did we train more teachers and strategy for the next three years. Central to this will install more computers in schools, we did it at a be proving the impact we are having and delivering an higher level of quality than previous years. The focus even better quality offering to schools. We have made on quantity and quality means we are maximising great strides on our training and now need to ensure our impact for those that we serve; disadvantaged we have context specific educational content that can students who want to have a better education and enable teachers to do an even better job. In addition, greater opportunities to improve their circumstances. we need to ensure that our engagement with schools does not end at the training and dispatch, but rather In Camara, we very much see ourselves as facilitating is the start of a long term relationship supporting motivated individuals and organisations who share schools. Key to this will be the continued strengthen- the same beliefs; poverty is unacceptable, education ing of our education hubs. is the key in its eradication and technology has the ability to transform education. As a member of the Together we have delivered a better education and the ‘Camara community’, this report is very much yours 21st century skill of Digital Literacy to over 500,000 and the achievements are thanks to your continued students. These students now have the opportunity to contribution. create and form their own opportunities.
This is what we achieved collectively in 2012; 16,330 In order to achieve our ambitious goals, we need computers were donated by thousands of individu- your continued support. As Charles Darwin said, 'It als and organisations. 8,961 met our specification is the long history of humankind those who learned (the others being recycled) and were shipped to our to collaborate and improvise most effectively have education hubs. 7,700 computers were dispatched prevailed.' into schools (up 47% on 2011) and crucially, 3,092 teachers were trained to use these tools to provide Enjoy the read. a better education and livelihood skills (up 55% on 2011). This was also the first full year of operation for our resource centre in the US and our education hub in Tanzania (a personal highlight given I previously lived in Tanzania).
However, it is not just donations of computers that “Education lights every make this happen. Financial support from partners such as the Iris O’Brien foundation, Irish Aid and Dell, stage of the journey to a amongst others, ensures we deliver a very affordable better life, especially for offering to under-resourced communities. We have a number of key partners, such as Encyclopaedia the poor and the most Britannica, Intel and Salesforce, who provide educa- tional content, training content and system support, vulnerable.” There is a huge amount of effort put in by the em- ployees across the Camara network to deliver the end ― UNESCO product and support to schools. On top of the staff, there are over 250 volunteers that share our beliefs and contribute everyday to serving our customers. It is an inspiration to work alongside such talented and motivated people. Mbheni School computer classroom, Mombasa, Kenya.
5 | Camara 2012 Annual Report WHAT WE DO
Camara uses technology to improve education and livelihood skills in disadvantaged communities around the world. Little Darling English medium primary school, Maseru, Lesotho. About Camara Camara is a social enterprise that improves the quality Camara - Name and Logo €962,261 of education and improves livelihood skills in disad- vantaged communities through the use of technology. The name Camara comes from the Bantu dialect of provided by our generous donors in 2012 Camara does this by installing eLearning centres in West Africa, which means "teacher" or "one who schools, colleges and community centres and by teaches with experience" training the teachers how to use technology as an ef- fective educational tool. An enriched education gives The new Camara logo was unveiled in 2012. It fea- marginalised people a brighter future and leads to the tures a symbol known as ‘Ananse Ntontan’ which is * development of greater employment opportunities. an Adrinkra character originally found in Ghana. It Camara achieves this through three channels: signifies wisdom and creativity, ideals that Camara 151,274 embraces in its pursuit of a higher quality of education • Education Hubs for all. The previous logo featured an image of Africa students became digitally literate Delivering technology (both hardware and soft- and the new one was introduced in order to recog- ware), teacher training, technical support and nise the greater international dimension Camara has recycling to educational institutes reached.
• Service Centres Dóchas Code of Conduct Providing support and governance to the education hubs Camara is a signatory to the Dóchas Code of Conduct, 16,330 which is a set of guiding principles ensuring NGOs computers were sourced by Camara • Resource Centres maintain a level of responsibility regarding images and Sourcing financial and/or technical resources to messages. deliver affordable hardware to the Education Hubs Making this commitment means that Camara must Established in Dublin in 2005, Camara has grown to make sure that images used are a genuine reflection have operations in 12 countries around the world. of the particular issue being covered, giving the ap- ** Along with the base in Ireland, Camara has Hubs in propriate recognition to those who are pictured. This 8,961 Ethiopia, Jamaica, Kenya, Lesotho, Northern Ireland, framework is in place in order to avoid stereotypical Tanzania, Uganda, UK, USA, Rwanda and Zambia. images of the developing world being used out of computers refurbished There are plans to explore opening a hub in Haiti in context in order to sensationalise stories. 2013. Camara’s Africa Service Centre is located in & shipped to our education hubs Mombasa, Kenya. Ensuring dignity and respect is vital and the Dóchas Code of Conduct works to keep this a priority. Camara Camara Education Limited is a registered Irish Charity is eager to comply with the Dóchas Code of Conduct. (CHY 16922). Camara Learning Limited is a regis- tered UK Charity (1135540). Camara Education Inc is currently awaiting confirmation of its charitable status in the USA. 7,700 computers dispatched into schools & community centres
Photo: Schoolgirl from 3,092 Children's Home, Mombasa, Kenya. teachers trained to use ICT in education
9 | Camara 2012 Annual Report * See page 92 for Camara Impact Calculation. Camara 2012 Annual Report | 10 ** 321 shipped from US and 8,640 shipped from Ireland. Camara's Supporters Funded by: Supported by:
The Bower Trust
Partnering with:
11 | Camara 2012 Annual Report Camara 2012 Annual Report | 12 OPERATIONAL UPDATE
Volunteers unloading container at Camara hub. Mombasa, Kenya. Country Statistics Africa 1 Ethiopia 2 Kenya 3 Uganda Population: 87.3 million Population: 43 million Population: 33.6 million Internet usage: 1% Internet usage: 28% Internet Usage: 13% Literacy rate: 42.7% Literacy rate: 85.1% Literacy Rate: 66.8%
KPIs KPIs KPIs Computer sent: 2,288 Computer sent: 1,266 Computer Sent: 4 School receiving: 119 School receiving: 102 School receiving: 0 Number trained: 536 Number trained: 1057 Number trained: 15
4 Rwanda 5 Tanzania 6 Zambia
Population: 11.6 million Population: 46.9 million Population: 13.8 million 1 Internet Usage: 7% Internet Usage: 12% Internet Usage: 11% Literacy Rate: 70.4% Literacy Rate: 69.4% Literacy Rate: 80.6%
3 KPIs KPIs KPIs 2 Computer Sent: 0 Computer Sent: 350 Computer Sent: 1,851 4 School receiving: 0 School receiving: 17 School receiving: 166 Number trained: 0 Number trained: 6 Number trained: 826
5 7 Lesotho 8 Jamaica 9 Ireland
Population: 1.9 million Population: 2.9 million Population: 4.7 million 6 Internet Usage: 4% Internet Usage: 55% Internet Usage: 77% Literacy Rate: 84.8% Literacy Rate: 71.4% Literacy Rate: 99%
KPIs KPIs KPIs Computer Sent: 55 Computer Sent: 912 Computer Sent: 974 School receiving: 7 School receiving: 84 School receiving: 56 7 Number trained: 86 Number trained: 224 Number trained: 342 Jamaica Ireland 8
9
15 | Camara 2012 Annual Report Camara 2012 Annual Report | 16 Education Hubs
Camara Kenya Camara Tanzania
Located: East Africa Located: East Africa Population: 43 million Population: 46.9 million Area: 581,309 km² Area: 945,203 km²
Camara Kenya dispatched 1,266 computers to 102 Camara Education Tanzania officially launched in schools and trained 1,057 teachers, volunteers and September 2012, dispatching 350 computers. Teacher members of the public in 2012. Training figures were training began in late November meaning numbers the highest in the Camara network, showing positive were a relatively low 6, but 2013 figures should accu- responses to new courses introduced, such as the rately reflect the work that has been put in. Intel Teach program. The team held numerous meetings with the Ministry The project to dispatch to 40 schools in Western of Education and Vocational Training in order to outline Kenya sponsored by a Member of Parliament was Camara’s long-term ambition for the Government of successfully completed, bringing ICT in Education to Tanzania to transform its Education system through one of Kenya's poorest regions. Camara's sub-hubs in the use of ICT. A Memorandum of Understanding and Lamu and Bungoma continued to service the schools a Proposal were drafted and forwarded to the Ministry in their regions with enthusiasm and determination. of Education and Ministry of Science & Technology for their review and input. Recommendations were Camara Kenya also established a number of subsequently written and sent to the Ministry of successful public-private partnerships with NGO's Education for their action with the hope of receiving and corporates. The tenancy agreement at the hub’s a response once the Parliament Session concluded. location in MITC was not extended at the end of the Camara was granted NGO status, which proved to be year. Camara Kenya will expand operations during the a significant achievement. move to new premises and plans to become a Cisco Training Academy. The year 2012 saw the formation of many important partnerships. Along with the Ministry of Education and its subsidiaries, Camara Education Tanzania built re- lationships with the District and Regional Educational Camara Lesotho Coordinators, Porticus, IT Zanzibar, Tanzania Institute of Education, Young Scientist Tanzania, TanzEd, Located: South Africa ViaFrica and several others. A partnership with Smiles Population: 1.9 million Communications was also established which will give Area: 30,355 km² free internet access to Camara schools and ensure students’ learning experience is heightened even Lesotho proved a challenging environment for Camara further. to operate in 2012. Governmental restrictions on fee structures for schools remained firmly in place, During 2012, two volunteer programme intakes were limiting Camara’s abilities to grow. Despite this completed and one member of staff was recruit- challenge, the Lesotho hub dispatched 55 computers ed. Camara Education Tanzania plans to hire four and trained 86 teachers. A nationwide food shortage members of key staff in 2013 to maintain smooth saw the diversion of funds away from education operations and provide support to the CEO and the projects to help avert a national food crisis. organisation as a whole.
SchoolNet, Camara Lesotho's operations centre, remained at St Monica, Leribe in the north of the country. A partnership with Nedbank resulted in the installation of a networked eLearning Centre Regib School, Addis Ababa, at Maputsoe Community School, with 40 Camara Ethiopia. refurbished computers in place.
17 | Camara 2012 Annual Report Camara 2012 Annual Report | 18 Head Teacher, Bondeni Teacher from Mahatma Primary School, Mombasa, Gandhi School, Lusaka, Kenya. Zambia.
Camara Ethiopia Camara Uganda Camara Rwanda Camara Zambia
Located: East Africa Located: East Africa Located: East Africa Located: South Africa Population: 87.3 million Population: 33.6 million Population: 11.6 million Population: 13.8 million Area: 1,104,302 km² Area: 236,040 km² Area: 26,338 km² Area: 752,618 km²
Over the course of 2012, Camara Ethiopia The government’s ban on used computers continued Camara Rwanda had a quiet year in 2012, with the Camara Zambia experienced a strong year in 2012. successfully provided 2,288 computers to 119 in 2012 and Camara Uganda focused on training office closing in December 2011. High standards for In total, 1,851 computers were dispatched to 166 institutions and trained 536 teachers. teachers and maintaining computers that were already computer imports were introduced in 2011 by the educational institutions and 826 teachers were trained. donated to schools. The hub relocated to Uganda Rwandese government (Bureau of Standards). These In February, Camara Zambia opened a sub-hub at A new agreement with the Afar Region was signed Pentecostal University during the year, who gave remain in place although Camara succeeded in having SOS Children's Village in Lusaka, responding to the and delivered in 2012, as it is a priority region for the Camara free premises for their container and office. high level meetings to discuss possible solutions demand from educational institutions in the Lusaka Federal Ministry of Education. This new agreement Camara Uganda succeeded in training 15 people who to continuing to offer the Camara model in Rwanda Province for Camara services. Initiated by a change represented an improvement from previous ones were unable to continue their studies due to financial once again. A part-time Camara trainer and technician in management, a mid-year evaluation took place and as it included further cost sharing, articulated the reasons. remain for school visits and E-Waste collection. strategies to focus on quality of service delivery were responsibilities of each party while also committed developed to support the successful sales figures. A Camara Ethiopia and the Education Bureau to 3 years training programme review was carried out assessing worth of continued services. “This has benefited me “I like the fact we now the relevance of Camara’s training programme to the Zambian education system. New training processes Camara Ethiopia benefited greatly from being part greatly as I have access have a computer lab in and standards were brought in to accommodate of the African Service Centre and received a large our school. Before we Camara's Learning Framework. amount of support. This meant that the hub was to research and can learn able to receive equipment from Dell, as well as build didn’t have one, I used to Work on a new Irish Aid sponsored programme cycle relationships with education content and training from others. Camara also began in 2012. There were many highlights, providers such as Intel, Wikipedia, RACHEL and must continue imparting be envious of the schools including the delivery of the first Intel Getting Started Khan Academy. Camara Ethiopia was also able to course and training of hub trainers as Intel Master utilise established relationships with e-waste handling knowledge to teachers & that had computer labs. trainers. Camara Zambia also carried out a baseline companies and end-of-life solutions. study of digital literacy levels amongst Zambian pupils for Zambia to stay We learn a lot thanks to students in the Copperbelt, Lusaka and Southern Camara Ethiopia has been in discussion with with a Provinces. In December, the hub in Kitwe College number of partners including UNESCO-IICBA, GESCI, in line with the computer Camara.” of Education closed and central operations moved the UK Department for International Development to Lusaka, with plans to open a new sub-hub in the age.” ― Agness Mwandanji, 12, Student (DFID) and the Ministry of Education regarding teacher at Mirambo Primary School, Copperbelt in 2013 to support the large network of development and hopes to embark on a series of schools in the Province. ― Terence Miselo, English teacher at Dar es Salaam, Tanzania. programmes in 2013, ensuring another successful year for Camara follows. SOS Children's Village, Zambia.
19 | Camara 2012 Annual Report Camara 2012 Annual Report | 20 Camara Jamaica Camara Ireland
Located: South America Located: Europe Population: 2.9 million Population: 4.7 million Area: 10,991 km² Area: 70,273 km²
Camara Jamaica Foundation successfully dispatched Camara Ireland’s second full year in operation was 912 computers to 84 schools in 2012, training 224 in 2012 and marked an increase in impact across all teachers in the process. The year was primarily measures. The hub achieved a 30% increase in the focused on further developing internal processes numbers of computers shipped, sending a total of 974 and operational infrastructure, while ensuring new computers to schools, community and youth centres. relationships were formed and existing partnerships Even more importantly, the numbers of educators strengthened. receiving training from Camara Ireland increased by 70% to 342. The partnership with the Digicel Foundation continued with a renewed commitment for the final year of In March, with the support of funding from Social contract. Likewise, the Ministry of Education training Entrepreneurs Ireland and the Ireland Funds, the hub programme remained strong with discussions to hired its second member of staff. With this addition, extend the programme to Browns Town. New the hub has been able to improve and augment the partnerships were formed with the Scotiabank training we provide - offering more courses, covering Foundation, the country’s second largest commercial more hours, and costing less for the end recipient. bank, and the Environmental Foundation of Jamaica ‘TechSpace’ was established in 2012, a new program (EFJ), a partially government funded organisation that focused on the informal education sector. With a provides environmental oversight. consortium of organisations involved including Foróige and the Adobe Foundation, the TechSpace pro- These strategic partnerships continued to build gramme is moving from strength to strength. a solid foundation for growth despite several significant challenges in 2012. The declining Jamaican Challenges in 2012 have also been plenty. The economy limited school ICT budgets. In addition, the education sector continued to be affected by major Government Technology Funding Agency's tender cuts pushing the integration of ICT in Education down policy, which restricts the use of refurbished systems, the priority list for schools and youth centres. Raising reduced the number of computers Camara was able funds to assist organisations with their ICT needs has to import. also become even more difficult. However, with the help of supporters like the Croke Park Community The Memorandum of Understanding, a critical Fund, State Street Bank, the Ireland Funds and the document for establishing Camara's reputation for Dublin Bus Community Fund, the hub has tried to sup- education and technology service delivery, remained port as many schools and youth centres as possible. unsigned. By the end of the year though, plans had already begun to address all of the highlighted challenges.
Student from a Primary School in Jamaica.
21 | Camara 2012 Annual Report Camara 2012 Annual Report | 22 Resource Centres
Camara N.Ireland Camara US
Located: Europe Located: North America Population: 1.8 million Population: 316 million Area: 13,843 km² Area: 9,826,675 km²
Camara’s Northern Irish hub took big steps forward The principal objective of Camara in the US is to in 2012. In April, a new CEO of Camara in Belfast engage with educational and technology organisations was appointed after a decision was made to focus to attract resources for the wider Camara network. on computer sourcing and fundraising. An ambitious Camara moved into new premises in Silicon Valley, campaign was launched in October to find ‘1,000 San Jose, California in May and quickly began to computers in One Week’. Targeting the general attract computer donations. Camara in the US is public, as well as the business and public sectors, entirely a volunteer-led effort. The strong efforts of meant that thanks to help from our hard working Board members, technical experts, PR consultants, volunteers, a total of 1,200 computers were sourced. friends of Camara and the hard-working volunteers This included substantial numbers from Belfast City ensured Camara was able to make solid preparations Council and Bombardier. Catholic and Presbyterian for its first two shipments to Jamaica in 2013. churches across Northern Ireland also got behind the campaign, gathering up 150 computers. Attracting financial resources is also one of the primary aims for Camara US; this is essential as the 2012 also brought funding success, with Comic Relief wider Camara organisation significantly expands funding secured from The Community Foundation for its proven model of eLearning in schools across Northern Ireland to work with residents from the local disadvantaged communities. Camara US has had areas of the Shankill and Falls Roads, where our hub is many small donors and is steadily building up an based. This project, to be run in 2013, will help teach impressive network of future supporters. computer refurbishment skills to locals from socially deprived communities in Northern Ireland. Jazz Pharmaceuticals has proven to be the largest and most consistent donors of computers. Camara The Board for the Belfast hub was also strengthened is also grateful to The Digicel Foundation, Enterprise and 2013 looks like an exciting year for the Belfast Ireland (Going Global Grant) and many individual hub, with substantial growth and development of ever donors for providing the initial capital for this new increasing computer sourcing lines. start-up. Dell has given considerable support, in terms of computers and funding, for Camara's new education Hub in Tanzania. Stanford's Graduate Camara UK School of Business and their Alumni Consulting Team meant sponsorship for over 50 eLearning centres Corporate support from Juniper Networks, Eaglemoss (ACT) carried out a study on the viability of delivering Located: Europe across Ethiopia, Kenya, Tanzania and Zambia was and EMC2 was ongoing in 2012. New funding was the Camara package to low income schools in the Bay Population: 62.74 million gained. The dedicated team of volunteers who generated from Futures for Kids, SDS Security and Area – something that could develop further in 2013 Area: 243,610 km² helped organise and run the event also contributed Wild Frontiers, all of whom support eLearning centres as Camara US hopes to make an even bigger impact significantly to the event’s success. across Camara’s Africa network. Possible routes to for the wider network. The year 2012 was very successful for Camara UK, setting up a refurbishment centre in the UK were seeing fundraising income rise to above £200,000 and The donations of a few of these supporters were explored but no feasible solutions were found within enabling a significant contribution to be made to the subsequently doubled through The Big Give Christmas the year. However this project continues to push core work of Camara Education globally. Challenge, in which Camara UK was supported by forward with the hope to establish a centre by the end the Reed Foundation as a Charity Champion. Support of 2013. The UK office worked closely with Camara A large part of this success was due to the support of was also received from a number of other trusts and Education in Dublin, with the Senior Fundraiser our eLearning centre event in October. The Camara foundations, including grants from The Waterloo supported by volunteers based in Ireland. Together, UK Board and a small group of “Camara Friends” Foundation for Camara’s work in Lesotho, LUSH partnerships with key stakeholders and funders are were largely responsible for making this event a huge supporting eLearning centres in Zambia, funding being built with the intention of growing a sustainable success with a return on investment ratio of 20:1. towards Technology Enhanced Learning from the Jill income for the whole Camara network over the next Photo: Students from Scoil The generosity of the guests (both individuals and Franklin Trust and support for our work in Kenya from few years. Mhuire in Shankill, Dublin, companies) who gave their support and donations The Bower Trust. Ireland.
23 | Camara 2012 Annual Report Camara 2012 Annual Report | 24 The Camara Workshop in Dublin, Ireland. Camara Dublin Technology Deployment Shared Services
In 2012, Camara Education sourced 16,330 computers Camara is the largest organisation in Ireland for com- During 2012, Camara Shared Services continued to • Logistics: Shared Services successfully managed from Dublin, Galway and Belfast. After refurbishment, puter reuse. provide high quality, low cost services within Camara the transportation of 9 containers including all 8,640 computers were shipped out in 9 containers. Education and to other entities within the network. related data and documentation. This was an increase of 13% on the previous year. In 2012, Camara continued to campaign for the Irish Approximately 40% of computers sourced were government to introduce legislation regarding the • Human Resources: Shared Services oversaw the • Facilities Management: The changing of electric- sent for recycling as they did not meet the minimum reuse of computers. The Minister of Environment, recruitment and management of 12 staff in Dublin, ity provider in June 2012 reduced energy costs requirements. The high standards required by Camara Community and Local Government, Phil Hogan, stat- 8 staff in the Africa Service team and 45 in the significantly. ensures that each computer dispatched lasts for five ed that ‘we need to continue our efforts to educate overall network. years. both businesses and individuals of the environmental • IT: Shared Services effectively managed the benefits of reusing ICT equipment’. This followed the • Volunteering: 2012 saw the recruitment of a total of communication channels including phones, emails, The market for computer reuse remained extremely publication of a Camara survey in September, detail- 163 workshop and office interns through struc- internet and back-up. competitive in 2012. Camara has risen to the chal- ing the figures of unnecessary disposal of computer tured programmes, as well as dozens more who lenge of sourcing computers with various organisa- equipment. regularly offer their assistance to Camara. This tions vying for the same share of the market. resulted in over 34,000 volunteered hours.
25 | Camara 2012 Annual Report Camara 2012 Annual Report | 26 Technology Enhanced Learning
Camara currently offers the following courses as part The Resource Centre achieved several important of their Learning Framework for Teachers, Technicians goals in Training and Education in 2012; and School Principals. The courses are either Instructor Led Courses (ILT), eLearning courses or a • Successfully supervised the Camara in Africa hubs blended approach. in quality roll-out of progressive ICT in Education training path. This involved implementing a new • Teachers Focused Courses: ICT Skillbuilder ‘Camara ICT Skillbuilder’ course for teachers, for Teachers, Intel Getting Started for Teachers, as well as integrating an ‘Intel Getting Started Intel Teach Elements, Using Moodle to Connect Course’. Students for Teachers • Supported the development of a relationship with • Principals and School Leaders: Educational Ministry of Education in Zambia to deliver Camara Leadership in the 21st Century ICT Skillbuilder and Intel Getting Started course as part of standard in-service teacher development • School Technicians: PC Maintenance for School path for ICT in Education. Technicians, Networking for School Technicians, Systems Administration for School Technicians • Improved existing relationship with Intel, which resulted in extending the training that is offered in Camara Education fundamentally changed the ap- each operational country. proach to Teacher Training in 2012, focusing primarily on the ICT enhanced Teacher Development model • Created partnership with Cisco Networking (ICTeTD). Camara identifies teachers as the critical el- Academy to provide quality technical training ement in ensuring that a school or a country’s strategy to school staff to maintain ICT infrastructure in of ICT in Education is realised to its full potential. Each schools. This was established with the ambition of school has varied levels of competencies regarding having 150 technical staff per operational country ICT – some teachers have previous access to basic per year. training, some have a high level of competence in specific aspects, such as maintenance, or others have • Supported the development of Memorandum had no access to any ICT equipment. of Understanding with Camara Tanzania and the Ministry of Education, focusing in particular on the Camara follows a learning framework to identity com- teacher development approach. petency levels and provide a progressive learning path for teachers to deal with individual competency gaps. • Introduced an internal policy and processes struc- Camara’s commitment to each school is to bring ture for Training operations. This ensured that stan- teachers to a level where they each have the capacity dardised training protocols were established in all to transform education through ICT. countries serviced by Camara though the provision of better curriculum quality, Human Resources • Emerging Stage: The teacher development focus support and improved administrative processes. is discovering ICT tools and their general functions and uses, and the emphasis is usually on basic ICT • Supported Irish Aid programme on the impact of literacy and skills. At the emerging stage, class- on the Zambian education system. room practice is still very much teacher-centered. complex problems and manage dynamic learning This model provides Camara with a framework to environments. Teachers are developing the ability develop a course curriculum structure and a com- • Applying Stage: The focus is on the develop- to recognise situations where ICT will be helpful, petence development path that assists teachers in ment of digital literacy and how to use ICT for and choosing the most appropriate tools for a par- moving between each of the levels. From addressing professional improvement in different disciplines. ticular task, and using these tools in combination the fundamental aspect of bringing teachers through Teachers use ICT for professional purposes, to solve real problems. the emerging stage, up to having teachers who are focusing on improving their subject teaching in knowledge creators with 21st Century Skills and are order to enrich how they teach with a range of ICT • Transforming stage: Teachers are themselves Transforming Education through ICT in their class- applications. master learners and knowledge producers who are rooms, the Camara Learning Framework endeavors to constantly engaged in educational experimentation provide learning opportunities to teachers throughout Photo: Tadele Mengistu, • Infusing Stage: The teacher development focus and innovation to produce new knowledge about the world to achieve their goal of being 21st Century Technical Manager, Camara is on the use of ICT to guide students through learning and teaching practice. teachers in a 21st Century classroom. Ethiopia.
27 | Camara 2012 Annual Report Camara 2012 Annual Report | 28 Mapping ICT stages onto learning and training for teachers (UNESCO 2010)
Hub Accounts
Since 2011, Camara has a standardised financial system for the whole network. As such, all entities produce monthly accounts. The table below includes accounts for 2012.
1. Accounts have been converted into € using the respective FX rates of 31st December 2012 (Northern Ireland on 31st May 2012).
2. Camara Ireland is part of Camara Education Limited and so does not produce separate accounts.
3. Northern Ireland has a year-end of 31st May 2012.
4. Due to size, some hub accounts are unaudited to-date.
Income (€) Expenditure (€) Surplus/Deficit (€) Ethiopia 205,903 207,862 -1,959 Jamaica 145,307 112,219 33,088 Kenya 80,900 77,246 3,654 Lesotho 16,420 19,698 -3,278 Northern Ireland 40,505 46,953 -6,448 Rwanda 5,672 41 5,631 Tanzania 35,042 26,590 8,452 Uganda 317 7,704 -7,387 UK 276,027 286,192 -10,164 US 88,268 33,023 55,245 Zambia 142,574 178,673 -36,099 Total 1,036,935 996,201 40,734
29 | Camara 2012 Annual Report Camara Milestones
2007
2006 Camara honoured by President of Ireland, Mary McAleese. Developed Camara Wikipedia & Developed Camarabuntu operating 2005 HIV/AIDS Awareness multimedia cd. system & application software.
Founded in November by Moved to larger workshop premises in Camara computer workshop opens in Cormac Lynch in Dublin, Ireland. Dublin's docklands. Mombasa, Kenya.
Computers dispatched: 1,200 Computers dispatched: 3,250 Teachers trained: 450 Teachers trained: 1,000 2008
Moved to new premises at the Digital Hub in Dublin. 2010 Computers dispatched: 5,231 Refurbishing & training centres established Moved to new premises in Teachers trained: 1,500 in Ethiopia, Kenya, Lesotho & Uganda. Chapelizod, Dublin. Won the David Manley Award. Won the Arthur Guinness Social Entrepeneur Award.
Computers dispatched: 4,365 2009 Teachers trained: 700 Camara Ireland established.
Computers dispatched: 6,546 Teachers trained: 1,500 2011
Camara Jamaica opens. 2012
25,000th computer shipped. Camara Tanzania opens.
Computers dispatched: 7,619 Computers dispatched: 8,961 Refurbishment Centre in Silicon Valley, Teachers trained: 1,992 Teachers trained: 3,092 California, US, opens.
31 | Camara 2012 Annual Report Camara 2012 Annual Report | 32 2012 in stories
April February Camara honoured for outstanding service by the Camara reaches another milestone Lord Mayor of Dublin – ships 30,000th computer Camara received a prestigious honour at the annual In February, Camara Education marked a Lord Mayor’s Awards in April, in recognition of its use significant milestone as the 30,000th computer of technology to improve education in disadvantaged since establishment in 2005 was shipped. Her communities around the world, along with its protec- Excellency Catherine Muigai Mwangi, The tion of the environment through the re-use of technol- Kenyan Ambassador to Ireland and Camara ogy. The award, given to individuals and organisations Board member, joined the team to mark that make an outstanding contribution to society, was the occasion and noted that it signified ‘a a strong validation of Camara’s work. momentous achievement for an organisation in its sixth year of operation.’ The Lord Mayor, Andrew Montague, who has been to Africa three times with Camara, acknowledged Of the 30,000 computers shipped, 7,423 were sent to schools in the significant educational impact Camara has made. Kenya, benefiting over 130,000 students and giving them the digital On accepting the award, CEO John Fitzsimons paid literacy skills needed for the 21st century. The Ambassador went on to special recognition to the volunteers who work with highlight the vital work of Camara by saying “the value that it brings to Camara, stating that the Lord Mayor’s award “ac- the children is immeasurable, both in terms of what they can actually knowledges the dedication and commitment of our learn but also what it means to them as human beings, it gives them a loyal army of volunteers who strongly believe that sense of hope, they can visualise another life”. poverty can be alleviated through technology enabled education”.
February March
Irish Cricket Team visits Camara in Kenya Camara’s Austerity Appeal
In February, Trent Johnston, John Mooney and Alex In March Camara launched an austerity friendly Cusack of the Irish Cricket team visited the Camara donation appeal, where the target was not money Education hub in Mombasa, Kenya. but instead a share of the 250,000 used comput- ers that Irish people dispose of every year. Camara Johnston and his teammates were in Kenya for the Education CEO John Fitzsimons commented, World Cricket Cup Qualifiers when they visited the ‘We need Irish businesses and the hub to gain an insight to the work Camara carries out Irish public to take the lead and insist in Africa. They were able to witness the ICT training that all used computers are reused for of both teachers and volunteers and visited The Good education’. This fresh approach was Life Orphanage, who have received computers and ICT warmly received and helped to further teacher training from Camara. raise the profile of Camara’s work.
No stranger to the work of Camara, the Irish Cricket captain previously volunteered his time to help pack a 40ft container with computers for disadvantaged communities which was shipped from Camara in Dublin back in May 2011. Johnston commented ‘It was great to see Camara’s hub here in Kenya and to see the computers in use in schools’.
33 | Camara 2012 Annual Report Camara 2012 Annual Report | 34 May August
Sandymount 10km run Sillicon Valley Event The annual Camara Education 10k run took place along Sandymount Strand in May Camara Education held its first public and was a great success. This was the event in the United States in August at third time the run took place and Camara the Plug and Play Tech Center in Silicon was delighted to retain the support of Irish Valley, the global epicentre of high-tech. World Cup finalists Trent Johnston and Max Sorenson, who both attended the launch. The main priority for Camara US in 2012 Johnston commented that 'the education was securing corporate and institutional that Camara provide with the computers is donors, along with recruiting volunteers of utmost priority. It’s an amazing job they to implement the program. The organisation was do'. Walkers, joggers and runners took part invited to exhibit at the Plug and Play Tech Center in the event and managed to raise over €8,000. This was put towards to collect donated computers from some of the funding Camara Education’s Irish School’s Programme which supplies 300 companies in residence and to raise aware- Irish schools with computers and also trains school teachers in ICT. ness in the process. Founder Cormac Lynch and volunteers Susan Satya, Noona Giridharadas, and Prianka Giridharadas represented Camara at this event.
September
Camara Survey Results July Camara Education carried out a survey of Irish organisa- New Camara website launched tions in September, revealing astonishing low awareness of the benefits of reuse. The research discovered that only The new international Camara website 3 out of 10 businesses consider reuse as an option when (www.camara.org) was launched in July. disposing of their IT equipment. Recycling of used com- This site is designed to cover all aspects of puters is widely favoured over the more environmentally the organisation; from detailing how Camara friendly reuse option utilised by Camara operates as a social enterprise to giving news updates from the hubs around the world. It also provides information regard- The Minister of Environment, Community and Local ing internships and volunteer placements Government, Phil Hogan, T.D. commented that the and introduces the people who work for research 'highlights that we need to continue our efforts Camara. The aim of the new website is to educate both businesses and individuals of the environ- to underline the reasons behind Camara’s mental benefits of reusing ICT equipment.' work and reiterate that poverty can be alleviated through the provision of a higher The survey underlined the need for Ireland to develop quality education. a reuse culture and to increase the level of reuse. The Minister also commented, 'It is both useful and timely that Camara has undertaken this research, and the findings may feed into Ireland’s current preparations to develop a regime which will allow us to increase the percentage of ICT and other household equipment we reuse.'
35 | Camara 2012 Annual Report Camara 2012 Annual Report | 36 September
Camara opens new hub in Tanzania December
In September, Camara Education opened Kenyan students march for ICT a Hub in Tanzania. The ceremony in Dar Es Salaam was officiated by the Deputy Minister In December, Students and teachers from Mbheni for Education and Vocational Training, the Girls Primary School and Bondeni Girls School Honourable Philip Augustino Mulugo. Also in Mombasa, Kenya took part in a ‘Walk for in attendance were Ambassadors from six Information Technology’ to raise funds for the in- embassies and representatives from local stallation of Camara eLearning centres. Along with schools, regional educational institutes and local dignitaries, the students demonstrated their Camara’s partners Dell, along with members desire to have access to ICT equipment which will of the NGO community. improve their education and livelihood skills. It also highlighted the lengths they and other schools in The initiative will facilitate training to teachers on ICT in Education across the country Africa are willing to go to raise the funds necessary to give Tanzanian students the essential 21st century skill of digital literacy. According to realise their dreams. to Camara Tanzania's CEO, Ms. Edna Hogan, ‘This educational advantage will ultimate- ly enable these individuals to improve their livelihoods and consequently drive develop- Farid Ali, Camara’s Technical Director in Kenya, ment within their local communities.’ commented, ‘I am amazed at the lengths schools will go to, to start computer classes at their At the opening ceremony, the Honourable Philipo Augustino Mulugo commented, schools and how proactive they can be to arrive "We are delighted today to be commencing our partnership with Camara. Schools in at their goals. It is nothing short of inspiring and Tanzania will now have access to resources that they badly need. We look forward to a lesson to all schools who are struggling to get working with Camara over the next five years to deliver on the targets we are setting started with IT’. together’.
November December
Deloitte Fast50 World Computer Literacy Day
Camara Education was yet again rec- World Computer Literacy Day took place on ognised in the annual Deloitte Technology December 2nd and the Camara team pledged to go Fast50 awards in November. These without technology for its duration, while challenging awards ‘recognise and honour business others to do the same. It was launched in 2001 with growth, originality and entrepreneurial the aim of highlighting the digital divide that exists in spirit.’ Camara finished 32nd on the the world; lack of modern information technology is ranking list, acknowledging the respect a major barrier to development. By gaining a foothold that has been earned by the Technology in affordable ICTs, disadvantaged communities can Industry in recent years and highlighting access the knowledge and services needed to boost the great progress that has been made. their livelihoods. Participating in this campaign helped to underline how much technology is relied upon by the developed world on a daily basis, further reiterat- ing the importance of Camara’s aim to provide digital literacy.
37 | Camara 2012 Annual Report Camara 2012 Annual Report | 38 CAMARA AUDITED ACCOUNTS
Students from Kenya Director's Report
Review of Activities ‐ Technical Support. For selected teachers this would include: basic computer maintenance; networking; administration of the eLearning Centre. Camara is a registered business name of CAMARA EDUCATION LIMITED. The Directors submit their report and financial statements of the Company for the year ended 13 December 2012. • Recycling. At the end of a computer’s life, schools are contracted to return the machine to the hub where it will be recycled according to strict Camara guidelines. Objectives and Activities I) Results in 2012 A) Camara is a volunteer organisation dedicated to using technology to deliver education more effectively and deliver the livelihood skill of Digital Literacy to disadvantaged communities in Africa, Ireland and the Caribbean. During the year ended 31 December 2012, Camara:
B) It is a company limited by guarantee, without having share capital. It is governed by a Board. 1. Refurbished and sent out 8,961 fully working computers to the education hubs.
C) The Board met 5 times in 2012. 2. Supported our hub network to train 3,092 teachers and dispatch 7,700 computers from hubs in schools, both significantly up on the previous year. D) The business offices of Camara are in Chapelizod Industrial Estate, Dublin 20. 3. Setup a new hub in Tanzania and established a number of sub-hubs in the existing Camara countries. E) The Camara network consists of education hubs, which are independent local entities responsible for the front- line delivery of the Camara model to educational institutes within their respective countries. There are currently 4. Setup a refurbishing workshop at the US hub in Silicon Valley to source and refurbish equipment for the seven hubs in Africa (located in Kenya, Lesotho, Tanzania, Uganda, Zambia, Rwanda and Ethiopia), one in Caribbean. Jamaica and one in Ireland. The ultimate governance and decision making authority of the hubs are the local Boards. The Chair of these Boards is a direct employee of Camara Education Ltd. The balance of the Board is 5. Came onto the Irish Aid programme, which will provide an investment of €1m over four years. made up of other Camara and local appointees. 6. Redesigned our logo. F) Camara operates as a social enterprise in two distinct business lines: ‘Education Delivery’ and ‘Computer Reuse’. The connection between these two seemingly disparate activities is technology. 7. Launched our new international website www.camara.org
G) Computer Reuse is carried out by our Dublin hub. Camara collects redundant computers from Irish organisa- 8. Became Dell Giving partner and a donation partner for used technology. tions and individuals. These computers are refurbished by Camara and loaded with educational software before being shipped out to our hubs in Africa, Jamaica and Ireland from where they are set up in ‘eLearning Centres’ 9. Won the Dublin Lord Mayor’s Award and a Deloitte Tech Fast50 Award. in schools, colleges and community centres. Any equipment that cannot be reused in this fashion is recycled in Ireland according to the EU WEEE Directive. Between 2005 and 2012, Camara processed approximately M) Monitoring & Evaluation (M&E) 70,327 redundant Irish computers, of which 38,400 have been reused as educational tools with the remaining 31,927 being recycled. Reused computers are shipped, in bulk by container to our partner hubs in Africa where The findings of all Camara’s monitoring & evaluation reports can be accessed at: further processing takes place. Each 40 foot container typically holds 850 machines. http://camara.org/about-us/monitoring-and-evaluation/
H) Education Delivery is carried out by our education hubs. These hubs carry out additional quality control tests N) Financial Review on the machines they receive from Camara Dublin. These machines are then installed in eLearning Centres in schools and community centres to provide educational tools to some of the most disadvantaged communities Camara operates as a social enterprise and is financed by a variety of sources: grants from Irish Aid; private in the world. In addition to supplying computers to schools, our hubs also provide other key services: donations; own fund raising activities and certain revenue generating activities such as computer reuse and sale of computers to hubs. The vast majority of its funding is generated in Ireland. • Maintenance Support. Each school signs a maintenance contract with their education hub which ensures that the eLearning Centers are kept operational should any technical issues arise. Wages and salaries are the biggest expenditure followed by the cost refurbishment of computers and support to our hubs. • Teacher Training. In the majority of schools where Camara has installed computers, African teachers have little or no knowledge of how to use them. Therefore as part of our contract with them, Camara organises Camara finished the financial year with a surplus of €388,471. a variety of training programs, aimed at teachers and principals, which allows them to effectively use the computers as learning tools. This training consists of:
‐ Basic computer literacy skills.
‐ The Pedagogy of ICT. Essentially how to use Information and Communications Technology (ICT) to teach other subjects such as science and maths.
41 | Camara 2012 Annual Report Camara 2012 Annual Report | 42 Current Board
Maria Mahon Books of Account John Brown Joe Carthy The directors are responsible for ensuring that proper books and accounting records, as outlined in Section 202 Jonathan Kelly of the Companies Act, 1990, are kept by the company. To achieve this, the directors have appointed a qualified Catherine Muigai Mwangi accountant who reports to the Board and ensures that the requirements of Section 202 of the Companies Act, Cormac Lynch 1990, are complied with. Deirdre McCooey Julian Davis (appointed 10th Dec 2012) These books and accounting records are maintained at the company’s business address at Chapelizod Industrial Estate, Dublin 20. Legal Status Auditors The Company is incorporated under the Companies Act 1963 is limited by guarantee and does not have a share capital. Grant Thornton and will continue in office in accordance with Section 160(2) of the Companies Act 1963.
Results and Dividends On Behalf of the Directors
The surplus for the financial year was: €388,471. Maria Mahon - Chairperson Cormac Lynch - Secretary - Dated: 19th June 2013 Important Events Since the Period End
1. Developed a formal partnership with Intel to use their Teacher Training programme.
2. Camara South Africa has been registered as a new hub.
3. Commenced setting up a refurbishment hub in London, UK.
4. Commenced setting up an education hub in Haiti Statement of the Directors’ Responsibilities
Company law requires the directors to prepare financial statements for each financial year which give a true and fair view of the state of affairs of the Company and of the profit or loss of the company for that period. In prepar- ing these financial statements the directors are required to:-
1. Select suitable accounting policies and then apply them consistently;
2. Make judgments and estimates that are reasonable and prudent;
3. Prepare the financial statements on the going concern basis unless it is inappropriate to presume that the company will continue in business.
The directors are responsible for keeping proper accounting records which disclose with reasonable accuracy at any time the financial position of the company and to enable them to ensure that the financial statements comply with the Companies Acts 1963 to 2009. They are also responsible for safeguarding the assets of the company and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities.
43 | Camara 2012 Annual Report Camara 2012 Annual Report | 44 Auditor’s Report
We have audited the financial statements of Camara Education Limited for the period ended 31 December 2012 Opinion on pages 47 to 53. These financial statements have been prepared under the historical cost convention and the accounting policies set out on page 49. This report is made solely to the company’s members, as a body, in In our opinion the financial statements give a true and fair view, in accordance with Generally Accepted accordance with Section 193 of the Companies Act 1990. Our audit work has been undertaken so that we might Accounting Practice in Ireland of the statement of the company’s affairs as at 31st December 2012 and of its sur- state to the company’s members those matters we are required to state to them in an auditors’ report and for no plus for the year then ended and have been properly prepared in accordance with the provisions of the Companies other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other Acts, 1963 to 2009. than the company and the company’s members as a body, for our audit work, for this report, or for the opinions we have formed. We have obtained all the information and explanations we consider necessary for the purposes of our audit. In our opinion, proper books of account have been kept by the company. The financial statements are in agreement with Respective Responsibilities of Directors and Auditors the books of account.
As described in the Statement of Directors’ Responsibilities on page 43, the company’s directors are responsible In our opinion the information given in the Directors’ Report on pages 41 to 44 is consistent with the financial for the preparation of the financial statements in accordance with applicable law and the accounting standards statements. issued by the Accounting Standards Board and promulgated by the Institute of Chartered Accountants in Ireland (Generally Accepted Accounting Practice in Ireland).
Our responsibility is to audit the financial statements in accordance with relevant legal and regulatory require- 24 - 26 City Quay Turlough Mullen FCA ments and International Standards on Auditing (UK and Ireland). Dublin 2 for and on behalf of Ireland GRANT THORNTON We report to you our opinion as to whether the financial statements give a true and fair view, in accordance with Chartered Accountants Generally Accepted Accounting Practice in Ireland and are properly prepared in accordance with the Companies & Registered Auditors Acts, 1963 to 2009. We also report to you whether in our opinion: proper books of account have been kept by Dated: 19 June 2013 the company; whether, at the balance sheet date, there exists a financial situation requiring the convening of an extraordinary general meeting of the company; and whether the information given in the directors’ report is consistent with the financial statements. In addition, we state whether we have obtained all the information and explanations necessary for the purposes of our audit and whether the company’s balance sheet and its profit and loss account are in agreement with the books of account.
We report to the members if, in our opinion, any information specified by law regarding directors’ remuneration and directors’ transactions is not disclosed and, where practicable, include such information in our report.
We read the Directors’ Report and consider the implications for our report if we become aware of any apparent misstatement within it. Basis of Audit Opinion
We conducted our audit in accordance with International Standards on Auditing (UK and Ireland) issued by the Auditing Practices Board. An audit includes examination, on a test basis, of evidence relevant to the amounts and disclosures in the financial statements. It also includes an assessment of the significant estimates and judgments made by the directors in the preparation of the financial statements, and of whether the accounting policies are appropriate to the company’s circumstances, consistently applied and adequately disclosed.
We planned and performed our audit so as to obtain all the information and explanations which we considered necessary in order to provide us with sufficient evidence to give reasonable assurance that the financial state- ments are free from material misstatement, whether caused by fraud or other irregularity or error. In forming our opinion we also evaluated the overall adequacy of the presentation of information in the financial statements.
45 | Camara 2012 Annual Report Camara 2012 Annual Report | 46 Statement of Financial Activities Balance Sheet Year ended 31st December 2012 As at 31st December 2012
INCOMING RESOURCES Note Unrestricted Restricted Total 2012 Total 2011 Note 2012 (€) 2011 (€) Funds (€) Funds (€) (€) (€) FIXED ASSETS Income resources from generated funds Tangible assets 7 4,465 5,954 Voluntary income CURRENT ASSETS - Iris O’Brien Foundation 250,000 - 250,000 250,000 Debtors 8 257,547 121,385 - Arthur Guinness Fund --- 50,000 Cash at bank 390,137 116,327 - Other Donations 44,336 - 44,336 70,171 ––––––– ––––––– - Dell Foundation 37,467 105,205 142,672 - 647,684 237,712 - eLearning Centers Grant Events - 208,797 208,797 - CREDITORS: Amounts falling due within one year 9 (65,519) (45,507) - The Ireland Fund 15,000 13,712 28,712 - ––––––– ––––––– - CCT Corporate Nominees Limited - - - 41,000 NET CURRENT ASSETS 582,165 192,205 - Google Traine the Trainee Prog. - - - 16,866 ––––––– ––––––– - Google – SSA Laptop Initiative Prog. - - - 10,855 TOTAL ASSETS LESS CURRENT LIABILITIES 586,630 198,159 - Juniper Networks Foundation Fund - 18,486 18,486 14,502 ======- Social Entrepreneurs Ireland --- 10,000 FUNDS - Equitable Charitable Trust --- 9,491 Restricted funds -- - State Street Foundation --- 7,175 Unrestricted funds 586,630 198,159 - Civil Society Third World Fund - 8,000 8,000 7,500 ––––––– ––––––– - Vodafone --- 5,788 TOTAL FUNDS 586,630 198,159 - Electric Aid Grant - 7,280 7,280 - ======- Donations in Kind - 174,000 174,000 - Activities for generating funds These financial statements were approved by the directors and are signed on their behalf by: - Recycling 121,452 - 121,452 187,707 - Sale of computers (Africa & Jamaica) 211,757 - 211,757 98,446 Maria Mahon - Chairperson Cormac Lynch - Secretary - Dated: 19th June 2013 - Sale of computers (Irish Schools) 158,504 158,504 123,505 - Shared Services 37,191 - 37,191 20,228 Income resources from charitable activities - Irish Aid - 244,055 244,055 150,000 - FAS - 9,922 9,922 9,922 - Africa Volunteers --- 60,524 Cash Flow Statement OTHER INCOME Investment income 508 - 508 21 Year ended 31st December 2012 Revenue refund 6,307 - 6,307 4,678 ––––––– ––––––– ––––––– ––––––– Note 2012 (€) 2011 (€) Total incoming resources 882,522 789,457 1,671,979 1,148,407 Net cash (outflow) from operating activities 11 273,810 (107,842) ––––––– ––––––– ––––––– ––––––– Capital expenditure and financial investment - (7,4 42) RESOURCES EXPENDED ––––––– ––––––– COST OF GENERATING INCOME 4 94,487 - 94,487 113,945 Increase/(Decrease) in cash for the year 273,810 (115,284) CHARITABLE ACTIVITIES 5 - 1,106,169 1,106,169 828,978 ––––––– ––––––– GOVERNANCE COSTS 6 82,852 - 82,852 81,895 RECONCILIATION OF NET CASH FLOW TO MOVEMENT IN ––––––– ––––––– ––––––– ––––––– NET DEBT Total resources expended 177,339 1,106,169 1,283,508 1,024,818 Increase/(Decrease) in cash for the year 273,810 (115,284) ––––––– ––––––– ––––––– ––––––– Net opening cash 116,327 231,611 Net income resources 705,183 (316,712) 388,471 123,589 ––––––– ––––––– Transfers between funds (316,712) 316,712 - - Net closing cash 390,137 116,327 Total funds at beginning of year 198,159 - 198,159 74,570 ======––––––– ––––––– ––––––– ––––––– Total funds at end of year 586,630 - 586,630 198,159 ======
The company has no recognised gains or losses other than the results for the period as set out above.
47 | Camara 2012 Annual Report Camara 2012 Annual Report | 48 Accounting Policies Notes to the Financial Statements Year ended 31st December 2012 Year ended 31st December 2012
PRINCIPLES OF PREPARATION 1. OPERATING (DEFICIT)/SURPLUS
The financial statements have been prepared in accordance with generally accepted accounting principles under Operating (deficit)/surplus is stated after: the historic cost convention and comply with the financial reporting standards of the Accounting Standards Board, as promulgated by the Institute of Chartered Accountants in Ireland. The financial statements have also been 2012 (€) 2011 (€) prepared to comply with “Accounting and Reporting by Charities” (Charities SORP) the revised statement of Directors’ remuneration -- recommended practice issued by the Accounting Standards Board in 2000 and the Accounting Standards Board Depreciation 1,489 1,488 “Statement on Update Bulletin 1 of the Charities SORP” issued in December 2002, updated in 2005. Auditors’ remuneration 7,380 7,380 ======FIXED ASSETS 2. EMPLOYEES AND REMUNERATION All fixed assets are initially recorded at cost. The average number of staff employed by the company during the year was 17 (2011:18). DEPRECIATION Staff costs were as follows
Depreciation is calculated so as to write off the cost of an asset, less its estimated residual value, over the useful 2012 (€) 2011 (€) economic life of that asset as follows: Wages and salaries 573,516 546,680 Social welfare costs 43,842 42,376 Equipment - Straight line over 5 years ––––––– ––––––– Motor Vehicles - Straight line over 5 years 617,358 589,056 ======INCOMING RESOURCES The basic and performance related payments for the CEO was €71,667 in 2012. There were no pension contribu- Incoming resources have been included in the financial statements only when realised or when the ultimate cash tions made to any staff members during 2012. realisation of which can be assessed with reasonable certainty. 3. TAXATION RESTRICTED FUNDS The company does not engage in a taxable activity and has been granted charitable tax exemption under refer- Restricted funds consist of funds received which can only be used for the purpose for which they are specified by ence CHY 16922. the donors. These purposes are the aim of the charity. 4. COSTS OF GENERATING VOLUNTARY INCOME UNRESTRICTED FUNDS Unrestricted Restricted Total Total Unrestricted funds consist of funds received which the charity can spend based on its own discretion to enable it 2012 (€) 2012 (€) 2012 (€) 2011 (€) to achieve its overall aim and objectives. Rent 4,144 - 4,144 6,387 Salaries 67,639 - 67,639 83,669 RESERVES Fund Raising 15,678 - 15,678 14,274 General expenses 7,026 - 7,026 9,615 The directors consider it appropriate to retain equivalent to one quarter of operating costs in reserves. The current ––––––– ––––––– ––––––– ––––––– financial reserves at 31 December 2012 are greater than the one quarter of current operating costs. The directors 94,487 - 94,487 113,945 also consider it appropriate that no more than one quarter of reserves should at any stage be denominated in ======currencies other than euro.
DONATIONS IN KIND
Donations in kind are recognised at the point when computers have been used for charitable purposes. They are recognised at the market value of such donations.
49 | Camara 2012 Annual Report Camara 2012 Annual Report | 50 5. CHARITABLE ACTIVITIES 7. TANGIBLE FIXED ASSETS
Unrestricted Restricted Total 2012 (€) Total 2011 (€) 1st Jan-12 (€) 31st Dec-12 (€) 2012 (€) 2012 (€) COST Rent - 33,979 33,979 29,091 Fixtures & fittings 24,388 24,388 Wages & Salaries - 500,331 500,331 458,262 Motor vehicles 4,050 4,050 Shipping & Packaging - 65,612 65,612 72,530 ––––––– ––––––– Africa expedition --- 41,209 28,438 28,438 Insurance - 5,531 5,531 2,187 ======Repairs & Maintenance - 7,017 7,017 681 Depreciation - 1,146 1,146 1,146 Motor & Travel - 15,123 15,123 17,289 1st Jan 2012 (€) Charges (€) 31st Dec 2012 (€) Printing, postage and Stationery - 1,465 1,465 2,334 DEPRECIATION General expenses - 23,574 23,574 10,462 Fixtures & fittings 18,434 1,489 19,923 Bank Charges - 660 660 783 Motor vehicles 4,050 - 4,050 Training - 1,676 1,676 73 ––––––– ––––––– ––––––– Telephone - 10,256 10,256 7,885 22,484 1,489 23,973 Marketing - 2,198 2,198 1,221 ======Consultancy fees - - - 5,787 Workshop expenses - 31,256 31,256 62,031 Multimedia expenses - 2,836 2,836 291 2012 (€) 2011 (€) African Hubs - 111,781 111,781 39,463 NET BOOK VALUE Regional Irish Hubs - 31,062 31,062 14,365 Fixtures & Fittings 4,465 5,954 Africa Service Centre - 52,143 52,143 56,572 Motor vehicles -- Cost of Computers Donated - 174,000 174,000 - ––––––– ––––––– Bad debt provision - 30,000 30,000 - 4,465 5,954 Bad debt write off - 4,523 4,523 5,493 ======Foreign exchange - - - (177) ––––––– ––––––– ––––––– ––––––– 8. DEBTORS - 1,106,169 1,106,169 828,978 ======2012 (€) 2011 (€) Trade debtors 285,197 113,811 6. GOVERNANCE COSTS Provision for bad debts (30,000) - Prepayments and accrued income 2,350 7,574 Unrestricted Restricted Total 2012 (€) Total 2011 (€) ––––––– ––––––– 2012 (€) 2012 (€) 257,547 121,385 Rent 3,315 3,315 3,085 ======Auditors fees & Payroll Services 11,050 - 11,050 10,041 Wages & salaries 49,389 - 49,389 47,124 All amounts are receivable within one year General expenses 19,098 - 19,098 21,645 ––––––– ––––––– ––––––– ––––––– 9. CREDITORS: Amounts falling due within one year 82,852 - 82,852 81,895 ======2012 (€) 2011 (€) Taxation and social security 18,163 8,838 Other creditors 32,793 25,933 Accruals and deferred income 14,563 10,736 ––––––– ––––––– 65,519 45,507 ======
51 | Camara 2012 Annual Report Camara 2012 Annual Report | 52 Detailed Statement of Financial Activities Year ended 31st December 2012 10. COMMITMENTS UNDER OPERATING LEASES Cost of Charitable Governance 2012 (€) 2011 (€) Land and Buildings 2012 (€) 2011 (€) generating activities (€) costs (€) Operation leases which expire: income (€) Within 1 year 41,438 41,438 Core costs Within 2 to 5 years 41,438 41,438 Rent 4,144 33,979 3,315 41,438 38,564 Wages and salaries 67,639 500,331 49,389 617,358 589,056 At 31st December 2012 the company had annual commitments under non-cancellable operating leases as set out Fund raising 15,678 - 1,363 17,041 15,515 above. Shipping and packaging - 65,612 5,705 71,317 78,837 Africa expedition ---- 41,209 11. RECONCILIATION OF OPERATING CASH FLOW Insurance 674 5,531 540 6,745 3,462 Repairs and maintenance 856 7,017 685 8,557 914 2012 (€) 2011 (€) Depreciation 223 1,146 119 1,488 1,488 Surplus/ (Deficit) for the year 388,471 123,589 Motor and travel 465 15,123 1,356 16,944 23,412 (Decrease) /Increase in creditors 20,012 (200,560) Printing, postage and stationery 179 1,465 143 1,787 3,387 (Increase)/ Decrease in debtors (136,162) (32,359) Auditors fees & Payroll Services - - 11,050 11,050 10,041 Depreciation 1,489 1,488 General expenses - 23,574 - 23,574 10,462 ––––––– ––––––– Bank charges 79 660 64 804 1,097 Net cash (outflow) from operating activities 273,810 (107,842) Training - 1,676 146 1,822 79 ======Telephone 1,251 10,256 1,001 12,508 10,614 Marketing 1,927 2,198 359 4,483 2,447 12. MOVEMENT IN FUNDS Consultancy fees - - - - 5,787 Workshop expenses - 31,256 2,718 33,974 67,425 Opening Income (€) Expenditure Transfers (€) Closing Multimedia expenses 1,372 2,838 366 4,575 388 Balance (€) (€) Balance (€) African Hubs - 111,781 - 111,781 39,463 Restricted funds - 789,457 (1,106,169) 316,712 - Regional Irish Hubs - 31,062 - 31,062 14,365 Unrestricted funds Africa Service Centre - 52,143 4,534 56,677 61,491 General reserve 198,159 882,522 (177,339) (316,712) 586,630 Cost of Computers Donated - 174,000 - 174,000 - ––––––– ––––––– ––––––– ––––––– ––––––– Bad debts provision - 30,000 - 30,000 - 198,159 1,671,979 (1,283,508) - 586,630 Bad debt write off - 4,523 - 4,523 5,493 ======Foreign exchange - - - - (177) ––––––– ––––––– ––––––– ––––––– ––––––– 13. LEGAL STATUS OF THE COMPANY 94,487 1,106,169 82,852 1,283,508 1,024,818 ======The company is limited by guarantee and has no share capital. At 31st December 2012, there are 8 members whose guarantee is limited.
14. POST BALANCE SHEET EVENTS
No significant events have taken place since the period end that would result in adjustment to 2012 financial information or inclusion of a note thereto.
15. CONTROLLING PARTY
The company is controlled by the Board of directors acting in concert.
53 | Camara 2012 Annual Report Camara 2012 Annual Report | 54 MONITORING & EVALUATION
Good Life orphanage Mombasa, Kenya. Introduction The Camara Model
In 2012, Camara distributed a total of 7,700 computers to 551 schools and community centres, and trained 3,092 The Camara network takes the ‘Social Enterprise’ principle and applies it to tackling development issues. teachers through eight international hubs (Ethiopia, Ireland, Jamaica, Kenya, Lesotho, Tanzania, Uganda, Zambia). As a result of Camara’s work, over 160,000 children received access to an improved quality of education. These This involves firmly placing educational institutions as customers at the centre fo its model, ensuring that Camara children also gained digital literacy which will provide them with far greater livelihood skills and employment services and products meet their exact needs and requirements. This alternative to the donor/beneficiary service opportunities. provision puts the precise needs of the end user in the driving seat of the organisation. Sustainability is central to the Camara model, as the holistic package has been designed to ensure the longevity of the computer lab and to Camara’s primary objective is to contribute to the advancement of the national education systems in the countries maximise the learning impact. The model is sustainable, expandable and transparent, meaning that the outcomes in which it operates, by improving access to Technology Enhanced Learning (TEL) to students in a sustainable and from the Camara programme can be readily shared with other stakeholders to apply the model throughout the cost effective manner. Camara's mission facilitates the UNESCO goal of 'improving all aspects of the quality of host country’s educational system. education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.' Through developing partnerships with the Ministry of Education, local education and government bodies, along with other key Ministries, organisations and bodies, Camara aims to ensure that its goals and outcomes are har- Camara achieves this with the introduction of technology into the classroom, initially through supported eLearning monised with domestic educational policies and initiatives. It is through these relationships that the advantages of centres and teacher training in ICT and maintenance. By providing the inputs that would normally be unaffordable ICT in Education can be brought to the most marginalised areas and communities where it is most needed, in the or inaccessible, such as quality equipment, training and advice, Camara greatly reduces number of obstacles form of an affordable, effective, sustainable and long-lasting initiative. schools in marginalised areas face. Further, by operating as a social enterprise, Camara places the needs of schools, teachers and students at the heart of its model. The following is the Camara model in its principle; a later section will discuss the challenges faced to achieving the model. As both technologies and the requirements of schools change, Camara’s model promotes adaptability in order to provide a demand-led and high-quality service to its users. Fundamental to the model is the need to provide regu- lar and ongoing teacher training, scheduled educational content updates, technical support and delivery, provided Software in a timely manner through close proximity to Camara Hubs. Ultimately, through ongoing training , upgrades and support - in collaboration with Ministries of Education - teachers are able to use ICT as a powerful tool to empow- Camara provides equipment loaded with a customised version of Edubuntu, an Open Source operating system. er and enhance the education curriculum. The installation includes OpenOffice (which contains all the office packages) and auge h volume of educational software, resources and tools, including Maths, English, Science and Geography learning tools, an offline version Through striving to specialise in the delivery of quality Technology Enhanced Education, Camara has the ultimate of Wikipedia, along with typing, keyboard and mouse training software. aim of poverty alleviation. By enabling students to improve their livelihood skills they can subsequently drive devel- opment within their local communities and lift themselves and their families out of poverty. Advantages of using Open Source operating systems include no required license fee, few viruses and the avail- ability of educational content at no cost. Edubuntu has a light build and runs much faster than other operating systems (when comparing machines with the same specification). Additionally, many Windows programs (eg. MS Office, Photoshop, CorelDraw) can be run on Edubuntu. By offering and promoting a secure and free operating system, Camara is able to substantially reduce the cost to the school and actively discourage software piracy. Hardware
Camara equipment is sourced, tested and refurbished in Ireland and the US before being shipped to one of the Camara hubs. Suppliers of Camara computers include large businesses, small and medium businesses and private individuals. Some Camara hubs also source hardware in-country.
All equipment is tested in Camara hubs and only computers meeting Camara standards in quality and specification are provided to educational institutions. Our minimum specification is Pentium 4 processor and all computers are branded machines. Many schools also receive a high specification server PC with educational content, software repositories and eBooks. When the lab is networked, all Camara computers are able to access this content.
All computers received are tracked through a unique code and serial number, enabling Camara to identify where each computer is, be it in a school, in storage or the e-waste facility. Camara-supplied schools are contractually obliged to return all end-of-life computers to Camara and all end-of-life equipment is sent to internationally accred- ited recycling facilities for disposal in line with international regulations (the Basel Convention and the European Commission’s Waste Electric and Electronic Equipment).
57 | Camara 2012 Annual Report Camara 2012 Annual Report | 58 Methodology Teacher Training Rationale/Objective of the monitoring and evaluation of computers dispatched in 2011* A key focus area of Camara is to enable schools to support the transformation of educational objectives and enable curriculum delivery through ICT. We recognise the vital importance of competence development of all 1. To determine the reported usage of Camara computers in each school who received computers from Camara school personnel who engage with the e-Learning Centre. Therefore, Camara offer a comprehensive Learning in 2011. Framework that supports the ICT Competence Development of Teachers, Principles and School Technicians to truly allow for a 21st Century school embracing ICT in Education. As part of this Learning Framework, Camara in 2. To determine the perception of the value of the computers received from Camara from the students, teachers, coordination with Intel and other Internationally recognised educational bodies, offer a wide range of ICT focused principals and lab managers of schools who received Camara computers in 2011. courses. These courses focus on elements such as Basic ICT Skills, Technical Skills and importantly, how to enable ICT in Education. Our training is provided by skilled experienced instructors through modern pedagogical 3. To collate perception data around detailing: the effectiveness of training, effectiveness of Camara educational techniques. content, usage of content and rates of maintenance required for computer upkeep.
Support * The reporting period only covers computers dispatched and teacher training conducted in 2011, however the reporting period itself is from 2011 - to date as we are tracking rates of computer usage, attrition rates, trained Educational institutes must designate a room for the eLearning centre and prepare it to Camara’s standards in teacher retention rates etc. from 2011 to date. safety and security. These criteria have been developed over the past few years for the local context, in order to extend the life of the lab as far as possible and thereby maximise the benefit to students. 1. Methodology of the monitoring and evaluation 2011/2012 – qualitative and quantitative data collection. All Camara packages include maintenance for a minimum of 6 months, which includes the replacement of any non-working computers. Thereafter, the school can purchase additional maintenance contracts for the lab, which This evaluation was conducted by visiting Camara partner schools who received computers through Camara in are made as affordable as possible. Maintenance either takes place in the educational institution or in Camara’s fa- 2011 and administering questionnaires with students, teachers, and principals/lab managers. Three separate ques- cilities. Educational institutions receive ongoing training and are able to purchase upgrades and additional services tionnaires were designed for this purpose and can be found as annexes to this report. The evaluation managed, such as lab networking. within time and budget constraints, to visit all schools who received computers in 2011 and deliver questionnaires to teachers who use computers for teaching, students at the schools who access computers for learning and The Camara Model: Process Flow for Educational Institutions principals/lab managers who are responsible for overseeing the computer lab.
1. Application 2. Training for data collection team Education Institutions must apply to Camara and provide the appropriate documentation. Training sessions for questionnaire administration were conducted with field staff in all countries who participated 2. School and Lab Vetting in the data collection in order to ensure they had a good knowledge and understanding of the research instrument, Educational Institutions are visited and the eLearning centre facilities inspected for suitability. objectives of the research, methodology for administering questionnaires, administering questionnaires and data collation, along with collation and management. Training was conducted through Skype using learning materials 3. Teacher Training provided through email and involving simulated questionnaire administration. In addition, the central M&E officer The Educational Institution must commit teachers for training with Camara before they can receive equipment. was available to offer mentoring, assistance and support (again through email and Skype) once data collection began and to deal with specific questions as they arose. 4. Dispatch The Educational Institution receives equipment loaded with Open Source operating systems and software. 3. Data collection Team(s) Schools sign a contract stating that the equipment is for educational purposes, cannot be resold and must be returned to Camara for recycling when obsolete. The data collection teams were put together and managed by the individual hub. They each had the responsibil- ity of contacting schools and arranging visits, conducting visits and administering questionnaires, collecting and 5. Maintenance collating data to be sent to the central M&E Officer in Dublin for tabulation and analysis. Each eam’st supervisor The Educational Institution receives a maintenance contract (including a replacement of non-functional equip- was to be responsible for continuous management of the team during the whole process of making appointments ment) for a period of 6 months. Further maintenance contracts can be purchased. with schools, going onsite for visits, collecting and collating data.
6. Monitoring & Evaluation The Educational Institution is visited to carry out Monitoring & Evaluation and to provide additional support and services (eg. Networking).
7. End of Life The Educational Institution must return obsolete equipment to Camara where it is sent for recycling in line with international standards and regulations.
59 | Camara 2012 Annual Report Camara 2012 Annual Report | 60 4. Data collection methodology Usage
Quantitative survey: 1. What are the average hours of computer usage per student? 2. What is the average class size and number of children per computer in each school? Questionnaires were designed for students, teachers and school principals/lab managers. These questionnaires 3. Perception of benefits and challenges from having Camara computers installed in schools? were administered to students, teachers and principals/lab managers at the schools where Camara computers and trainings were delivered in 2011. The teams visited a minimum of 2 to 3 schools a day to administer the question- PC Management naires- they choose one class, one teacher and one principal/lab manager in consultation with the school they were visiting. 1. Usage numbers of educational apps and content on Camara computers? 2. What is the attrition rate (breakage rate) of the computers that were dispatched in 2011? • Team members went to the class where students have been identified by the school as having access to the 3. Amount of maintenance assistance received from Camara hubs? computers and administered the questionnaires. Teachers • The team member asked the students to fill in the questionnaire, first explaining the questions so each student had the same understanding of the questions and was instructed on the proper way to fill in the questionnaire. 1. How effective was Camara’s training of teachers? 2. Average number of teachers trained per school? • After filling in the questionnaire, the students submitted them to the team member and the team member 3. Retention rates of trained teachers? checked to ensure the students had completely and competently filled in the questionnaire. 6. Data Analysis • At the same time, teachers’ and principal/lab managers' questionnaires were administered to the designated teacher and principal/lab manager. These questionnaires had more open ended questions that required higher The data was collected from the field by teams of data collectors who had received training from Camara’s M&E level answers from respondents than those of the students as explained below. Officer on data collection and recording, questionnaire administration and data entry. After this, it was sequentially coded before being entered into standardised spreadsheets by individual hub staff then collated by the Camara’s 5. Research Instrument central M&E officer. Then the data was tabulated and analysed to produce the below results.
Three questionnaires were developed (see annexes) to be administered to students, teachers and school princi- 7. Limitations and Challenges pals or lab managers respectively. The questions were designed to be as basic as possible and to capture infor- mation related to the perceptions of use, maintenance and impact of Camara computers and computer labora- Documenting the impact of computers and other technology for student learning in Camara’s partner schools for tories. The questions asked were, in the main, closed statements to which respondents were asked to agree or M&E reporting purposes has notable limitations. The current focus is on measuring computer and related technol- disagree using likert scaling (strongly agree, agree, neutral, disagree, strongly disagree). This was particularly the ogy use in terms of self-reported teacher and student anecdotal and perception based information. This is in the case for the student questionnaires as they were designed to be as simple and specific as possible and to allow absence of systems to track and collate real-time usage data. While it is a relatively simple task to measure access for standard answers across all hubs. In the teachers questionnaire and principal/ lab manager questionnaire to computers in schools who were supplied with computers by Camara in 2011 (counts of computers by locations there were some open ended questions such as “Please indicate the biggest challenges faced by your school in within schools), measurement of actual usage is a much more challenging, but potentially more insightful, task. using Camara computers“ which were added to enable them to respond on a higher level and elaborate on their opinions of Camara’s work. These answers were then analysed to try and identify any common patterns which In line with previous M&E reporting and due to the lack of a systematic M&E Outcome Results Framework with featured that could indicate specific areas of good practice that needed improvement, as can be seen in the defined targets, indicators and data sources, Camara is still relying on self-reported and perceptual data gathered results analysis. In addition to using the data to spot overall trends relevant to the Camara model for all countries at one point in time, thereby often missing the larger context and confounding variables that influence whether who participated, the questionnaires also provided information that was more relevant to local hubs (highlighting technology is actually used in the classroom. However, collection of this data is still meaningful as it allows for specific areas of good practice or that needed improvement) which weren’t replicated in all hubs. review of partner school’s perceptions and gives them room to provide feedback about the efficacy of the Camara model. This information can be evaluated and used to refine and improve Camara’s priorities and methods of Research Questions delivery.
1. What is the rate of usage of Camara computers? Challenges to the successful implementation of this exercise included time constraints (the process coincided 2. What educational software and resources are used and how often? with school holidays in some countries, Jamaica, and important exams coming up, Ireland), human resources to 3. How effective is Camara teacher training? conduct school visits (the tight timeframe left a very hectic schedule of recruitment, training, conducting school 4. How effective are Camara hubs? visits, collating data and reporting), financial resources for hubs to visit all schools who received Camara comput- 5. What challenges are most commonly identified in implementing the Camara model in partner schools? ers and training in 2011. Mitigation strategies to deal with challenges were developed by individual hubs to accord with their own specific contextual challenges. Data from Jamaica had been collected and collated but due to a delay in receiving the information and staff turnover in the Jamaican hub, it was not dispatched in time to be in- cluded in data tabulation and analysis. In addition, the lab manager/principal questionnaire in Ireland did not record the information of all respondents and has thus been excluded from the analysis.
61 | Camara 2012 Annual Report Camara 2012 Annual Report | 62 Principal Report A. Respondents B. Teachers
Zambia Kenya Rwanda Ethiopia Uganda Table 1: Description of Figure 1: Mean number of Role of Respondents respondent teachers trained Principal 51% 74% 0% .. Lab Manager 49% 26% 100% .. Gender of Respondents Male 71% 53% 100% 84% 83% Female 29% 47% 0% 16% 17% Age of Respondents Average age 39 47 28 34 36 Youngest age 19 30 25 19 28 Oldest age 63 59 32 55 47 Average Total 42 36 4 50 24
In Zambia, 49% of the respondents were laboratory managers and 51% were school principals. The average age The figure above shows the average number of teachers that were trained by Camara and the average umbern of the respondent staff was 39 years old. The proportion of male respondents was higher than the female with of these trained teachers who are still working in the school. Uganda, which is not in the figure, reported that no 71% male and 29% female. In total 43 school principals and laboratory managers were interviewed in Zambia. teachers were trained by Camara during 2011.
Of the respondents in Kenya, 74% were school principals and 26% were laboratory managers. Moreover, 53% of The average number of teachers trained in Zambia is 4.7 since the start of Camara hub support and at present them were male and 47% were female. The youngest staff interviewed was 30 and the oldest was 59 years old. the average number of trained teachers remaining in schools is 2.9. A total of 66 trained teachers left schools in The average age was 47 years old. Zambia as reported by the school principals or laboratory managers interviewed for this study.
In Rwanda, all four laboratory managers interviewed were male. Their average age was 28 years old. While in Ethiopia has the most number of teachers trained by Camara hub with an average of 8.5 teachers per school. The Ethiopia, 84% of the respondents were male and 16% were female. The average age of the staff interviewed was average number of trained teachers still teaching in schools is 7.3 with a total number of 74 teachers reported to 34 years old. have left.
In Uganda, out of the 24 respondents, 83% were male and 17% were female. The average age of the respon- Rwanda reported the highest turnover of trained teachers leaving schools. The average number of teachers dents was 36 years old. The youngest age interviewed was 28 and the oldest was 47 years old. trained was 5 per school and the average number of trained teachers still working with their respective schools was 1.3. As reported by the respondents, 15 trained teachers out of 20 have left the school after being trained by the Camara hub.
In Kenya, the average number of teachers trained was 6.2 per school and the average remaining trained teachers was 5.5. A total number of 34 trained teachers left the schools.
Teachers Teachers trained still Teachers trained N trained working in school left the school Table 2: Movement of teach- ers trained Zambia 163 97 66 35 Kenya 211 177 34 34 Rwanda 20 5 15 4 Ethiopia 359 285 74 42 Uganda 0 0 0 24 Total 753 564 189 139
63 | Camara 2012 Annual Report Camara 2012 Annual Report | 64 Each respondent was asked if their school has IT teachers and the figure below shows the proportion of schools interviewed for each hub that have IT teachers. Figure 3: Proportion of who has access to IT laboratory
Figure 2: Proportion of IT Teachers by country
About half of the schools in Rwanda said that teachers have access to the computer laboratory. More than 20% said school principals also have access to the laboratory as well as other staffs.
In Zambia, only 10% of the schools interviewed have no IT teachers and 90% have IT teachers. And the average In Ethiopia, more than 20% of the schools said that teachers have access to use the computer laboratory in their number of IT teachers per school was 2. school and half of the school said other staff or students have access to the lab.
Among the schools interviewed in Kenya, 77% have IT teachers and 23% have no IT teachers. Each school has on The figure above shows the proportion of usage of the computer laboratory between IT teachers and non-IT average 3 IT teachers. teachers. The schools who have both IT and non-IT teachers were asked to give the percentage of usage of the computer laboratory among IT teachers and non-IT teachers. Ethiopia has the most schools with no IT teachers (36%), and of the 64% with IT teachers, the average number was 3 per school. Figure 4: Proportion of IT and Meanwhile in Rwanda and Uganda, all of the schools have IT teachers. For both hubs the average number of IT Non IT teachers usage of IT teachers per school was 2. laboratory
Mean St. Dev. Minimum Median Maximum Sum N Average number of IT teachers Table 3: Summary statistics Zambia 2 1.5 1 2 7 84 36 of IT teachers Kenya 3 3.9 1 2 21 81 26 Rwanda 2 1 1 3 3 9 4 Ethiopia 3 2.4 1 2 10 66 24 Uganda 2 2 1 1 10 45 24
In Zambia, the majority of schools said that teachers (either IT or non-IT teachers) have access to use the comput- er laboratory in their schools for class or research. About 10% said that school principals also used the computer In Zambia, non-IT teachers use the computer laboratory more than the IT teachers (65% and 35% respectively). In laboratory. Kenya and Rwanda, both IT and non-IT teachers have almost the same usage level of the computer laboratory. In Uganda on the other hand, non-IT teachers dominate the usage of computer laboratory compared to IT-teachers In Kenya, about 60% of the schools gave access to both IT and non-IT teachers in using the computer laboratory (99% and 1% respectively). for class or other school work. More than 30% said that no one has access to the computer laboratory. A very small proportion said that school principals use the computer laboratory. Ethiopia is not included in this figure as they have not recorded the responses to the question accurately. The question was misinterpreted and not administered correctly.
65 | Camara 2012 Annual Report Camara 2012 Annual Report | 66 C. Computers Figure 3: Proportion of who has access to IT laboratory The figure below shows the average number of computers received by each school, computers that are still working and the number of computers broken between being received and responding to the questionnaire (at least 15 month period). In Zambia, the average number of computers received was 16 per school. At the time of the survey, each school had on average 11 computers still working and on average had 5 broken computers.
In Kenya, the average number of computers received was 15, the average number of computers still working at the time of the interview was 13. This gives an average of 2 broken computers per school.
Rwanda has the highest average of broken computers among hubs with 7 computers broken on average. Each school on average received 20 computers from Camara and at the time of the survey each school had on average 13 computers still working. About half of the schools in Rwanda said that teachers have access to the computer laboratory. More than 20% said school principals also have access to the laboratory as well as other staffs. Ethiopian schools received the most number of computers from Camara with an average of 23 computers per school. Only 4 computers per school (average) were broken leaving each school with an average of 19 computers In Ethiopia, more than 20% of the schools said that teachers have access to use the computer laboratory in their still working. school and half of the school said other staff or students have access to the lab. Lastly, Uganda’s schools received on average 16 computers from the hub. When asked how many computers were still working, the average number per school was 13 computers. This means that each school had on aver- Figure 4: Proportion of IT and age 3 broken computers. Non IT teachers usage of IT laboratory Figure 5: Movement of computers from Camara to schools
The figure above shows the proportion of usage of the computer laboratory between IT teachers and non-IT teachers. The schools who have both IT and non-IT teachers were asked to give the percentage of usage of the computer laboratory among IT teachers and non-IT teachers.
In Zambia, non-IT teachers use the computer laboratory more than the IT teachers (65% and 35% respectively). In The table below shows the total number of computers dispatched to schools, computers still working and broken Kenya and Rwanda, both IT and non-IT teachers have almost the same usage level of the computer laboratory. In computers as reported by the school principals/laboratory managers interviewed in this survey. Not all schools Uganda on the other hand, non-IT teachers dominate the usage of computer laboratory compared to IT-teachers gave data on this section, 141 schools between 5 hubs gave complete data out of a total of 156 schools who were (99% and 1% respectively). administered questionnaires.
Ethiopia is not included in this figure as they have not recorded the responses to the question accurately. The Computers Computers Broken N question was misinterpreted and not administered correctly. received still working computers Table 4: Movement of com- Zambia 646 454 192 41 puters from Camara Kenya 494 400 94 32 Rwanda 80 53 27 4 Ethiopia 923 750 173 40 Uganda 383 322 61 24 Total 2526 1979 547 141
67 | Camara 2012 Annual Report Camara 2012 Annual Report | 68 The attrition rate percentage for Camara’s computers per hub is thus as follows: Q10. Please describe the impact having teachers trained by Camara in 2011 has had on your school
• Zambia 29.72% Zambia • Kenya 19% • Rwanda 33.75% • Many teachers have become computer literate and are now able to use the computer for typing and securing • Ethiopia 18.74% tests and papers. • Uganda 15.92% • Improved teaching & learning aid. The teachers improved on their teaching as they are able to use computers to get information. Their skill of teaching computers to pupils improved. The total overall attrition rate for Camara computers was 21.65%. • There was no positive impact because the training was not adequate only concentrated on the basic i.e. sys- tem and hardware.
D. Satisfaction and Impact of Camara Hubs Kenya
Q9. Please describe the impact having Camara computers from 2011 has had on your school. • The impact is also low because the teachers are not trained fully so they are unable to handle all programmes of the computers. Zambia • Camara computers and training have made teaching easier. • It enables the teacher to also teach the learners on IT related matters. It also improved their way of keeping • Improved access to academic materials which improved the academic performance of the students. records e.g. pupil’s progress record and other professional documents as required. • Students, teachers and community members became computer literate. They now have at least basic comput- • The teachers who have received training by Camara have been able to teach others who then become teachers er skills. and are now helping out in teaching the students. • Helped students and teachers with their research (academic and personal). • Helped teachers with their lessons (aid in teaching) and administrative work. Rwanda • The computers have contributed to improved school standards in terms of learning. It has also added to the curriculum of the school. • Not all schools received training. • Improvement in their lessons and ability to facilitate and prepare student’s courses. Kenya Ethiopia • The computers have improved teaching as teachers use it to teach and become more familiar and comfortable with using computers, while students are learning to use computers so they are not left behind. • The teachers improved their skills in using and teaching about computers. • Camara computers have enhanced and changed teaching and learning in all subjects. It helped create positive • It helps with their teaching by improving knowledge and understanding of computer usage. attitudes towards learning among students and teaching among teachers. • Camara computers have helped us to train the student and also gave us access to some important materials. Uganda • It has positively enabled the learner to become computer literate which in turn has helped them in researching (Google) their assignments in all subjects. • Camara computers and training have improved the computer skills of both teachers, and in turn, students. • Teachers have improved their typing skills and ability to manage documents. Rwanda • It has improved the teaching and information processing among teachers. • It has increased the level of performance in making reports. • Teachers have improved their knowledge and they use them in their daily work. • Improved in the classification of schools and availability of better materials for students to improve their knowledge. Q11. Please outline your E-waste strategy • It has improved the performance of students in the class since there is an offline Wikipedia for research Zambia Ethiopia • Obsolete and broken computers will be sent back to Camara hub in the country. • It helps the teachers and the student to get basic knowledge about computers. • Obsolete and broken computers were kept in boxes and storage rooms. • The students are scoring better results from using the computers. • Students were able to use the computer and also to find and get more information. Kenya
Uganda • Stored in a room for future repair or disposal. • Camara has been responsible in discarding the e-waste. Did not record any data for this question. • Collect them and recycle the material.
69 | Camara 2012 Annual Report Camara 2012 Annual Report | 70 Rwanda Q12. Please describe the level of support you have received from your local Camara hub in maintaining your computers and computer lab • Damaged computers are kept at school in provided room as storage. • Collect them and check them for the possibility of recycling (reusable ones). Zambia
Ethiopia • Some schools have never received any local Camara help in maintaining the computers since 2011. • Some schools had at least some and at times low levels of support from the local Camara hub. • No e-waste strategy because no e-waste yet. • Some schools received good support but reported it to be not very consistent.
Uganda Kenya
• Camara can take those computers and replace them with working ones. • A minority of schools reported a lack of support from the local Camara hub with computer maintenance - they • We can remove working hardware and Camara can take other parts which are not working. indicated that they had received no support at all since receiving the computers. • Keep the broken computers in a storage and some can be used for practical repair lessons. • A greater number reported receiving the required assistance. • Most reported receiving sporadic assistance and experiencing some delay of service delivery.
Rwanda
• Some schools reported receiving no support from Camara’s Rwandan hub. • Most other schools reported receiving sporadic support.
Ethiopia
• Camara support was received by a large number of schools but was also deemed time consuming and slow in many cases.
Uganda
• Camara reportedly struggled to fix computers in some schools. • In general the support was regarded as adequate though schools observed irregular contact from Camara and The respondents were asked to rate their e-waste strategy as very poor, poor, neutral, good and very good. The delayed support in some cases. figure above shows the opinion of the respondents. The responses were consolidated to three categories. • Some schools reported having no visit from Camara for maintenance purposes while others reported receiving assistance once per term. In Zambia, 35% of the respondents think that their e-waste strategy is good and only 22% thinks that their strate- gy is poor, with 43% opting for neutral. Q13. Please indicate the biggest challenges Kenya is one of the hubs where a higher proportion of respondents gave positive ratings on their e-waste strategy (50%). Only 14% think that they have a poor e-waste strategy, with 36% being neutral. Zambia
Rwanda is another hub where half of the respondents think that their e-waste strategy is good. Meanwhile, • Not enough computers for the students Ethiopia has a higher proportion of respondents who think that they have poor e-waste strategy (30%), with only • The challenge especially with Camara computers is that they are not compatible with ordinary computers. 27% who gave a positive rating for their strategy. Printing from Camara to other computers or transfer is impossible. • The biggest challenge is the internet connectivity. The wireless connection which was installed recently is Lastly in Uganda, 33% are happy with their school’s e-waste strategy and think that they have a good strategy, unable to respond to Camara computers. while only 25% thinks that their strategy is poor, with 42% being neutral. • Power supply is sometimes a challenge.
Kenya
• Computers are not enough and the lab is also small. • The hub assisted us in setting up this computer lab with basic requirements and safety measures but it has failed to carry out maintenance practices and repair. • We lack enough trained manpower to handle computer classes.
71 | Camara 2012 Annual Report Camara 2012 Annual Report | 72 Teacher Report
Rwanda A. Characteristics of Respondents
• Computers are not enough. • No access to internet. • Computers can be slow.
Ethiopia
• Not all teachers are using the lab. • Not enough trained teachers. • Not enough computers. • The software(Ubuntu) is not the same with the book prepared by Ministry of Education, problem in installing the software.
Uganda
• The biggest challenge is that computers are not enough compared to the number of students. • Lack of servicing and maintenance of the computers. There were more male teachers interviewed within each country although the differences between the propor- • Linux Operating system is hard and not examined and sometimes you cannot find some functions if you use tions were not big as shown by the figures above. In Zambia, 63 teachers were interviewed with 52% of respon- Windows. dents being male and 48% female. The average age of the teachers was 36 years old. • Lack of enough training about Linux. The number of teachers interviewed in Kenya was 32 and 44% were female with 56% being male. The average age among the teachers was 34 years old.
100% of the teachers interviewed in Rwanda were male and the average age of these teachers was 29 years old. Compared to other countries, Rwanda has the youngest average age among the teachers (it also had the small- est sample size of any country) there were only 100 computers supplied to schools in Rwanda during the period covered by the questionnaire, as The Rwandan Government introduced a ban on the importation of refurbished computers in June 2009.
In Ireland, 33% of the 9 teachers interviewed were female and 67% were male. The average age of the teachers was 35 years old. While in Ethiopia, 80% of the 64 teachers were male and 20% were female and their average age was 32 years old.
Of the teachers interviewed in Uganda, 75% were male and 25% were female. The average age of the teachers was 32 years old.
The respondents were also asked to rate the support they received from Camara on a scale of very poor, poor, Country Mean St. Dev. Minimum Median Maximum N neutral, good and very good. In Zambia, 44% said that the support is good and 29% said the support is poor with Age Age Age Age 27% being neutral. Zambia 36 7.32 24 36 54 63 Kenya 34 8.86 23 31 58 32 Among the respondents in Kenya, 55% think that Camara Hub’s support to school is good while 19% were not Rwanda 29 3.48 25 28 34 7 happy with the support given to their school with 26% being neutral. In Rwanda, 75% were happy with the sup- Ireland 35 8.46 25 35 48 8 port from Camara hub and 25% said the support was poor. Ethiopia 32 9.4 21 29 55 63 Uganda 32 6.05 25 30 47 24 In Ethiopia, 58% of the respondents think that Camara hub gave good support to their school and 22% rated the support as poor with 20% being neutral.
Uganda has the lowest recorded proportion of respondents who were not happy with the support they got from Camara hub (38%). 25% reported that the support was poor and 37% were neutral.
73 | Camara 2012 Annual Report Camara 2012 Annual Report | 74 B. Teaching and use of Computer Laboratory C. Number of broken computers
In Zambia, the average number of classes taught per week using the computer laboratory was 3, according to the The country that reported the highest average of computers being broken during the reporting period was Rwanda with respondents. The maximum number of classes was 16 per week and the minimum number of classes was one 6 per school, followed by Kenya with 5, Ireland, Ethiopia and Zambia all reported an average of 3. class per week. Ireland had the highest average number of classes using computers per week (8), while Ethiopia and Zambia had the least number of classes (3). Q5. Number of broken computers
Q1. Average number of class per week Mean St. Dev. Minimum Median Maximum Sum N missing Zambia 3 3.52 0 1 17 171 63 0 Mean St. Dev. Minimum Median Maximum Sum N Missing Kenya 5 12.34 0 2 60 116 23 9 Zambia 3 3.01 1 2 16 157 49 14 Rwanda 6 1.22 4 6 7 30 5 2 Kenya 6 6.36 1 3.5 33 162 28 4 Ireland 3 2.42 0 0.5 6 10 6 3 Rwanda 5 3.2 1 4 11 33 7 0 Ethiopia 3 2.99 0 3 12 45 14 56 Ireland 8 11.09 1 5 33 58 7 2 Uganda 4 1.97 1 4.5 8 103 24 0 Ethiopia 3 3.89 0 2 17 117 41 29 Uganda 4 2.05 1 4 8 103 24 0 D. Educational Content Usage The missing column reflects the questionnaires received with no data inputted- i.e. no answer given. In Zambia, 76% of the teachers said that they used the educational content on Camara’s computers, while 24% report- For each class, the average number of minutes spent teaching using the computer laboratory is shown in the table ed not using the educational content. Ireland and Ethiopia had a lower proportion of teachers using the educational below. In Uganda the average number of minutes for each class as reported by the teachers interviewed was content with only 33% and 38% of the teachers reporting using the available content respectively. Rwanda reported 135 minutes, Rwanda reported 129 minutes, Kenya reported 80 minutes, Zambia 71 minutes, Ireland 67 minutes a high usage rate of 71%, while Kenya reported 97% usage- Uganda reported the highest usage rate of 100%. In all and Ethiopia 45 minutes. The top five subjects taught using Camara computer laboratories were: IT/ICT, Maths, countries, the most used educational content was: Wikipedia, Tuxmath, Geograba and Tuxtyping. English, Science and Life Skills.
Q2. Number of Minutes per class
Mean St. Dev. Minimum Median Maximum Sum N missing Zambia 71 36.45 14 60 180 3464 49 14 Kenya 80 64.32 35 60 360 2385 30 2 Rwanda 129 22.68 120 120 180 900 7 0 Ireland 67 28.83 39.6 60 120 469 7 2 Ethiopia 45 10.6 2 45 60 1276 28 42 Uganda 135 36.48 60 120 180 3240 24 0
Examining the number of students per class reveals that Ethiopia had the highest average with 46 students per class followed by Kenya with 41, Rwanda with 30, Zambia with 28, Uganda with 25 and Ireland with 24.
Q3. Number of students per class
Mean St. Dev. Minimum Median Maximum Sum N missing Zambia 28 13.67 4 25 55 1369 49 14 Kenya 41 39.41 5 30 225 1259 31 1 Rwanda 30 2.89 25 30 35 210 7 0 Ireland 24 20.16 5 20 70 196 8 1 Ethiopia 46 8.83 25 47 61 2158 47 23 Uganda 25 11.4 10 23 55 598 24 0
75 | Camara 2012 Annual Report Camara 2012 Annual Report | 76 E. Satisfaction with Camara Hub
In Zambia, 57% of the teachers were satisfied with the standards of the computer laboratory ni their school, 24% were neutral and 19% were not satisfied. In Kenya, a higher proportion (63%) reported that they are satisfied with the standards of the computer lab while 16% were neutral and 22% were not satisfied. Rwanda reported 71% of teachers who are satisfied and 29% neutral, Uganda reported a 58% satisfaction rate with 38% dissatisfied and 4% neutral, Ireland reported 44% satisfied, 44% dissatisfied and 11% neutral and Ethiopiaeported r a satisfaction rate of 41% with 38% being dissatisfied and 21% neutral.
The figure below shows the percentage of teachers by country who agreed or disagreed with the statement about Camara computers improving teaching and learning at their school. The majority of the teachers interviewed in Zambia, Kenya, Rwanda, Ireland and Ethiopia think that Camara’s computers have improved teaching and learning in their schools. Ethiopia has the lowest proportion of teachers agreeing with the statement (53%) compared to other countries who all reported at least 60% or above agreement. Ethiopia also had the highest percentage of respondents who disagreed with the statement (29%) with only two other countries reporting any disagreement, namely Zambia (13%) and Kenya (6%).
In Zambia, 41% of the teachers reported being satisfied with the level of maintenance provided by the Camara hub, while 37% were not satisfied. The highest satisfaction rates were reported ni Uganda, Rwanda and Ireland, with 71%, 57% and 56% satisfaction rates respectively, while Ethiopia reported the highest rate of dissatisfaction at 58%. Kenya reported a satisfaction rate of 39% and a dissatisfaction rate of 35%.
When asked about their satisfaction with the software or content of the computers in the laboratory, 58% of the teachers in Zambia said that they are satisfied. Over 50% of teachers in Kenya, Rwanda and Ireland also reported satisfaction with the content (Ireland having the highest reported satisfaction rate of 67%). While in Ethiopia, only 40% were satisfied and 43% were not satisfied.
77 | Camara 2012 Annual Report Camara 2012 Annual Report | 78 Student Report F. Recommendations (Other support and Services Needed) A. Characteristics of Students Sample
Maintenance of the Computer Figure 1: Gender Distribution • Frequent and regular maintenance service from Camara Hub of Students by Country • Efficient servicing and updating of the computers • Regular follow up on the maintenance of the computers every after three months, Camara hubs should be communicating with partner schools and ensuring they receive updates detailing their maintenance needs
Training
• More trainings for the teachers, longer term trainings, regular trainings if possible • Camara staff should visit schools once a year to educate all the teachers in computer literacy and administer tests with certificates of competence/completion for those who pass • Trainings on computer maintenance, use of computer lab, Camara and related programmes and network set-up 1. Zambia Accessories In Zambia, the total number of students interviewed was 1,026, 53% of these students were female and 47% • Updated accessories such as flat screen monitors, desktops, laptops, printers and projector were male. The difference between sexes is not significant which could mean that there’s equal opportunity for • Updated and relevant software (computer programme, windows, internet) male and female students to be interviewed or to access the computer laboratory. The average age of students interviewed in Zambia was 17 years old. The youngest student interviewed was six years old and the oldest was 36 years old.
2. Kenya
In Kenya, a total of 864 students were interviewed from different schools. The average age of the students interviewed was 15 years old, the youngest to be interviewed was 9 years old and the oldest was 36. Kenya’s respondents were composed of 47% female students and 53% male students.
3. Rwanda
Rwanda had a higher proportion of female students interviewed than the other countries, although the total number of students interviewed is considerably lower at 64. There was a gender differential of 20% with 40% of respondents being male and 60% being female. The average age of the students interviewed was 20 years old. The youngest student interviewed was 9 years old and the oldest was 35 years old.
4.Ethiopia
In Ethiopia, 278 students were interviewed from 15 schools. Among the students interviewed, 49% were female and 51% were male. The youngest student interviewed was 11 years old and the oldest was 20 years old. The average age for the sample is 15 years old.
5. Ireland
A total number of 85 students were interviewed in Ireland. Among these students, 27% were female and 73% were male. The youngest student interviewed was 9 years old and the oldest was 14 years old. The average age for the sample is 11 years old.
6. Uganda
In Uganda, 50% of the 24 students interviewed were female and 50% were male. The youngest age of the student interviewed was 10 years old and the oldest was 26 years old. The average age for the sample is 17 years old.
79 | Camara 2012 Annual Report Camara 2012 Annual Report | 80 Age Mean St. Dev. Minimum Median Maximum N missing it between 1 to 30 minutes and 34% used the computer for 45 minutes or more per day. Seventy-one percent of Zambia 17 4.43 6 16 36 1009 17 Table 1: Average age of those who used a computer had to share the computer with another student, while only 29% used the computer Kenya 15 2.52 9 14 36 863 2 students by country by themselves. A higher proportion of students in Western province had to share a computer than students in Rwanda 20 3.07 13 20 35 62 0 Coast province. This information demonstrates that the Coast province had a better ratio of computers to students Ethiopia 15 1.68 11 15 20 275 5 allowing for more individual access to computers for the students to use, in comparison to the Western province. Ireland 11 1 9 11 14 85 0 Uganda 17 4.63 10 16 26 24 0 3. Rwanda
Out of 62 students in Rwanda, 41% reported that they used the computer less than an hour in a day while 59% B.1. Daily Computer Usage reported their usage is more than an hour in a day. The majority (98%) of the students had to share the computer the last time they used them. The figures below show the percentage of students (vertical side of chart) and the reported amount of time they spent using the computer laboratory for their class and school work per day (in minutes, horizontal side of chart). 4. Ethiopia
In Ethiopia, 45% of 280 students used the computer for less than 30 minutes in a day while 36% used computers Figure 2: Number of minutes between 30 to 45 minutes and only 19% used a computer for more than 45 minutes. For those who use the com- using Camara computer per puter, 74% had to share with another student the last time they used and only 26% did not have to share. This day indicates that schools in Ethiopia that were interviewed for this study are lacking sufficient access to computers to allow students individualized computer time.
5. Ireland
Out of 84 students in Ireland, 98% reported that they used the computer for an hour or less in a day while only 2% reported their usage is more than an hour in a day. The majority (58%) of the students had to share the com- puter the last time they used them.
6. Uganda
Out of 24 students in Uganda, 92% reported that they used the computer for an hour or less in a day while only 8% reported their usage is more than an hour in a day. The majority (100%) of the students had to share the computer the last time they used them.
Male Female Total Zambia 2.7 3 2.8 Table 2: Time spent using Kenya 3.4 3.1 3.2 computer per day Rwanda 4.9 4.4 4.7 Ethiopia 2.7 2.5 2.6 Ireland 2.7 3.1 2.8 Uganda 3.3 3.2 3.3
The table above shows the mean score for each country by gender and aggregate in terms of usage of computer 1. Zambia in a day. The scale is from 0 to 6 where: 0 = never used, 1 = used less than 15 minutes, 2 = used from 15 to 30 minutes, 3 = used from 30 to 45 minutes, 4 = used from 45 to 60 minutes, 5 = used from 60 to 90 minutes, and In Zambia 22% of 1,026 students reported using the computer for 30 to 45 minutes in a day. 22% used the com- 6 = used more than 90 minutes. Looking at each country, Rwanda reported the highest usage time compared to puter for an hour or more and a small proportion of 11% reported not using a computer. Of those who reported other countries with a 4.7 mean score which represents a daily usage time of 60 to 90 minutes- this is consistent using a computer, 60% said that they had to share with another student the last time they used it, while 40% did with the findings of the teacher questionnaire which reported that Rwanda also had the highest length of class not have to share. Schools in the Copperbelt, Lusaka and Southern provinces each have more than 50% of stu- time using computers. Meanwhile, Ethiopia has the lowest mean score (2.6) which means they have lowest daily dents reporting sharing a computer at last usage, compared with Central province where almost 80% of students usage of computers, again this is consistent with the answers teachers provided in the teacher questionnaire. The reported having enough computers to be able to use one without sharing with another student, at last usage. overall average for Camara’s partner schools was 3.3 meaning that students in responding to our questionnaire used Camara computers an average of 30 to 45 minutes per day. The difference between reported mean usage 2. Kenya for genders were low and do not indicate any statistically significant differential.
Thirty-six percent of 865 students interviewed used the computer for 30 to 45 minutes in a day, while 31% used
81 | Camara 2012 Annual Report Camara 2012 Annual Report | 82 B.2. Frequency of computer use in a week 4. Ethiopia
This section discusses the percentage of students and the frequency of use of computers or the computer labo- In Ethiopia, 37% of the students used the computer once in the last week, 30% used it twice, 10% used it three ratory in a week by country. For each country, the highest percentage students responding to the questionnaire times and 21% used it more than three times. One percent students reported not using the computer at all in the reported to have used the computer once in the last week. week prior to being administered the questionnaire.
5. Ireland Figure 3: Frequency of use in a week Out of 80 students who answered this question, 73% have used the computer once in the last week. One per- cent of the students reported not using the computer in the last week.
6. Uganda
Of the students interviewed in Uganda, only 8% have used the computer once in the last week. The majority reported using them at least twice in the last week.
1. Zambia
The figure above shows the frequency of computer usage for the last week as reported by 1,026 students inter- viewed in Zambia. Thirty-seven percent used the computer laboratory once in the last week, 24% used it twice, 11% three times and 10% for more than 3 times. A proportion of 19% had not used a computer in the last week.
2. Kenya
In Kenya, 43% of 865 students said that they used the computer once in the last week, 29% used it twice, 18% used it for three times and 9% used it four times or more. No students reported not using the computer at all in the week prior to being administered the questionnaire.
3. Rwanda
Out of 62 students interviewed, 51% have used the computer in the laboratory once in the last week while 49% used it more than once. No students reported not using the computer at all in the week prior to being adminis- tered the questionnaire.
83 | Camara 2012 Annual Report Camara 2012 Annual Report | 84 B.3. Computer Programme Usage Figure 5: Perceptions of OpenOffice Word Spreadsheet Firefox Table 3: Average number of Camara computers improving Zambia 0.9 0.5 0.5 times using programs per learning at school Kenya 1.5 1 0.7 week Rwanda 1 0.3 .
Students from each country were asked how many times they used OpenOffice word, spreadsheet and Firefox in the last week. The table above shows the average number of times of use for each program by country. Ethiopia did not have data on this indicator. Zambia has an average of OpenOffice word used 0.9 times, spreadsheet used 0.5 times and Firefox used 0.5 times per week. Kenya reported higher usage rates as can be seen in the above table, while Rwanda reported a slightly higher rate of OpenOffice word usage but a lower rate of using spread- sheets and Firefox. Only three countries gave the number of times they have used these programme in the last week.
C. Perception on Computer Laboratory The figure above shows that Camara’s computers have improved learning at schools according to the students interviewed - each country reported a positive majority of students believing that their learning had been improved This section presents data on the perception of students on their confidence in using computers, the effect of by access to and use of Camara computers. In Zambia, 67% agreed with the statement about Camara’s comput- the computer laboratory in learning and teaching at their school and on the accessibility and maintenance of ers improving learning in school, 13% are neutral and 20% disagreed. computers. In Kenya, a large majority (84%) felt that learning at their school had improved because of the computers in the laboratory provided by Camara, 7% neither not agree nor disagreed with the statement and 9% disagreed with Figure 4: Students confi- the statement. dence using internet and OpenOffice In Rwanda, 81% agreed that Camara computers improved learning at their school, 14% were neutral and 5% disagreed with the statement.
58% of respondents in Ethiopia felt that computers provided by Camara had improved learning in their school, 16% were neutral and 26% disagreed on the statement. Among the countries, Ethiopia has highest proportion of students who did not believe that Camara computers had improved learning in their school.
In Ireland, 85% of students agreed that Camara computers had improved learning at their schools, 9% were neutral and 6% disagreed.
In Uganda, 67% agreed, 29% were neutral and 4% disagreed.
Among the students interviewed in Zambia, 49% reported that they are now confident ni using the internet, OpenOffice word documents and spreadsheets. 34% are not confident with 17% being neutral.
Kenya, on the other hand, had 55% of the students reporting that they are now confident in using the internet, OpenOffice word documents and spreadsheets. Although 20% still don’t have confidence and 26% are neutral.
In Rwanda, only 27% of the students agreed to the statement that they are now confident in using the programs (internet, OpenOffice Word, and spreadsheet), 52% are neutral and 21% disagreed.
Ethiopia has the highest proportion of students (43%) who feel that they are still not confident in using the com- puter programmes mentioned above. While 40% reported feeling confident, with 16% being neutral.
85 | Camara 2012 Annual Report Camara 2012 Annual Report | 86 Kenya seem to experience problems with computer speed during busy hours as 73% of students agreed with the Figure 6: Perceptions of statement above, 14% are neutral and 13% think that the computer is not slow during hours when it is full. the educational content of Camara computers improving 84% of the students interviewed in Rwanda disagreed on the statement, 10% thinks that computers are slow learning at school during busy time and 6% are neutral.
Ethiopia did not record any data for this question.
In Ireland 84% of students agreed with the statement, 10% were neutral and 6 % disagreed.
In Uganda 67% of students agreed, 29% were neutral and 4% disagreed.
Figure 8: Accessibility of computers
Students were also asked if they agreed or disagreed with the statement that ‘educational content on Camara’s computers improved learning at our school’. In Zambia, 48% of the students agreed, 15% are neutral and 37% disagreed with the statement.
In Kenya, 62% of the students think that the educational content on the computer improved learning at their school, 19% are neutral and 19% disagreed with the statement.
A clear majority of the students (90%) interviewed in Rwanda disagreed with the statement that the educational content on Camara computers improved learning at their school, 8% were neutral and only 2% agreed.
Ethiopia, on the other hand, reported 44% of its students interviewed who think that learning in their school was improved because of the educational content on Camara computers, 20% are neutral and 36% didn‘t think that it In terms of access to computers, in Zambia, 38% of students thought that access was not limited while 46% improved learning. thought that there was not enough access to the computers as they were often not working and 16% were neutral. In Ireland, 68% agreed with the above statement, 19% were neutral and 13% disagreed. In Kenya, 40% of the students thought that access to computers was limited as they are often not working, 16% In Uganda, 63% agreed with the statement that the educational content on Camara computers helped to improve were neutral and 44% disagreed with the statement. learning at their school, while 25% were neutral and 12% disagreed with the statement. Rwanda, on the other hand, does not report the same level of problems accessing computers as 74% of the students disagreed with the statement above, 15% were neutral and only 11% thought that access was limited. Figure 7: Speed of computer during peak lab hours In Ethiopia, 46% of students agreed that access to computers was limited, 42% disagreed and 12% were neutral.
In Ireland, 42% of students agreed that access to computers was limited, 33% disagreed and 25% were neutral.
In Uganda, 42% of students agreed that access to computers was limited, 42% disagreed and 16% were neutral.
In Zambia, 54% of the students thought that the computers in the lab slowed down during hours when it is full, 15% are neutral and only 31% think there is no problem with the speed of the computer.
87 | Camara 2012 Annual Report Camara 2012 Annual Report | 88 2012 Hub Audit
Figure 9: Adequate number of Methodology computers at school Each year as part of Monitoring and Evaluation each of our Education hubs are evaluated by Camara Education and scored based on a range of criteria. Some hubs had lower planned level of activity due to refurbished computer bans (Uganda and Rwanda) or having opened recently. Some did not have targets set and some were not expect- ed to be engaging in eWaste yet. Hence some criteria for some hubs is not applicable. Results
Camara Kenya has come from fifth performing hub in 2011 to become the most effective hub in 2012. While not achieving its computer dispatch target, it exceeded significantly on the training. Camara Kenya knocked Camara Ireland into second place and still scored very strongly. Camara Ethiopia put in another strong performance moving from fourth to third, dispatching the most computers than any other hub in the network. Camara Zambia remained steady scoring 69% for the second year in a row. Both Camara Jamaica and Camara Lesotho had challenging In Zambia, 48% of the students think that there are not enough computers for all students to use in their school, years and scores fell. Due to the computer refurbishment bans, Uganda and Rwanda continued to score low 10% are neutral and 42% think that there are enough computers for all students. based on restricted activities. Max score Ethiopia Jamaica
The majority of the students (72%) in Kenya thinks that there are not enough computers for all students to use and Rwanda Category Question Lesotho Uganda Zambia Ireland 23% believed differently, only 5% are neutral. Kenya
In Rwanda, 45% of the students believed that there are enough computers for all students to use in their schools while 55% think that there are not enough computers. Training Teachers trained versus target 15 15 15 12 8.0 15 Teachers per PC dispatched(target 1:4) 5 5 4 5 3 5 3.0 4 In Ethiopia, 58% of students disagreed with the statement about having not enough computers in school, 32% on Training course quality 10 7 6 3 5 2 3.0 5 the other hand believed that there is enough computers for all students and 10% are neutral. Total teachers trained versus average (386) 5 5 4 2 3 1 2.0 3 Technology PCs dispatched versus target 6 3 4 5 3.0 5.0 In Ireland 75% of students agreed that there was not enough computers for all students to use while 13% were % of PCs received that were dispatched 5 3 3 6 4.0 neutral and 12% disagreed. % of PCs still functioning from M&E 5 4 2 4 2 4 4 % of PCs dispatched with €5 held for recycling 3 3 1 0 3 1 0 2 3 In Uganda 75% of students agreed that there was not enough computers for all students to use while 25% were PCs recycled from schools 2 2 1 0 0 0 0 neutral. Total PCs dispatched versus average (962) 4 4 4 0 4 3 3 Management Number of schools visited for M&E versus total 5 3 4 0 4 1 2 0 0 & Quality of data back from hub 5 4 3 1 3 1 1 2 5 Governance Timeliness and quality of weekly/monthly report 3 2 2 1 2 1 1 2 2 Timeliness and quality of financial report 3 2 1 0 2 1 1 1 3 Hub profitabilty 5 3 3 0 3 3 0 3 3 Financial sustainability 5 3 2 1 3 1 0 2 4 External audit 3 1 1 0 3 0 0 1 3 Staffing versus plans 2 2 1 1 2 1 1 1 2 Communication with CEL 3 3 3 1 3 1 1 2 Minuted Board meetings 3 3 3 1 2 1 1 2 Adherence to tax and legal obligations 3 3 2 1 3 2 2 2 3 Total Possible Score 100 100 100 69 100 50 70 93 87 Actual Score 80 69 17 75 16 22 46 67 % Performance 80 69 25 75 32 31 49 77
89 | Camara 2012 Annual Report Camara 2012 Annual Report | 90 Evaluations Percent A. Excellent Performance - innovative model for HQ and the other Hubs 100% 51,244 802,202 14,021 B. Good Performance - achieves most things but room to improve 75% 2015 C. Average Performance - substantial performance gaps 50% D. Poor Performance - achieving very little in the area 25% E. No Performance - has done virtually nothing in the area 0% 45,125 35,198 89,788 750,958 6,687 35,952 2014
Components Proportion Technology Enhanced Learning 35% 57,853 133,266 661,170 17,145 46,092 10,153 Students Students2013 Students Hardware Delivery and Support 25% Management and Governance 40% 151,274 527,904 37,085 21,981 59,092 7,082 26,034 2012 122,904 376,630 28,181 37,880 18,159 33,377 5,308 Camara Impact Calculation 2011
Camara Education refers to numbers of students that have attained Digital Literacy regularly in publications. The 99,257 253,727 18,065 23,280 42,791 13,610 1,512 2010 following is the basis for the calculation. The 38,400 computers dispatched to hubs has and will result in 802,202 students attaining Digital Literacy i.e. For each computer dispatched, 21 students attain Digital Literacy. 78,936 154,469 29,846 27,430 17,4 49 3,877 334 Year 1 Year 2 Year 3 Year 4 Year 5 Operational Computers per year 89% 69% 54% 42% 33% 47,329 75,533 19,132 22,370 4,970 2008 2009 856
Assumptions 1 Number of Computers sent out – 38,400 based on Camara Shipments Document 2 Breakage – 7%, based on not usable in Hub 21,810 28,204 14,340 6,372 2007 3 Breakage – 22% per year in school 4 Computer usage per week – 10 hours, based on 2010 M&E Report 5 Average life of Camara Computer – 4 years. Assume we don’t count their usage after this 5,492 6,394 4,085 6 Weeks in education calendar - 35 1,407 1,098 7 Hours access to achieve Digital Literacy - 35 902 902 Students Students2005 Students Students902 Students Students 2006 Students Students 10 10 10 10 10 10 10 10 10 10 10 38,400 9,153 8,961 4,365 6,628 4,623 Sent Computers 218 3,465 987 Breakage transit in Breakage per school in year a machine of life Average Total Students Total Cumulative Students 2011 2012 2010 2008 2009 Computer usage per week 7% 22% 4 years Year 2005 2007 2006
91 | Camara 2012 Annual Report Camara 2012 Annual Report | 92 European Contacts Education Hubs
CONTACT US Camara Dublin Camara Ireland Camara Education email: [email protected] Chapelizod Industrial Estate Dublin 20 Camara Ethiopia email: [email protected] email: [email protected] tel: +353 (0)1 6522665 Camara Kenya email: [email protected] Camara Galway Galway (NUI) Camara Rwanda 18 Distillery Road email: [email protected] Galway Camara Lesotho email: [email protected] email: [email protected] tel: +353 (0)91 495336 Camara Uganda Camara Belfast email: [email protected] Camara Education Unit 10 Townsend Enterprise Park Camara Zambia Townsend Street email: [email protected] Belfast BT13 2ES Northern Ireland Camara Tanzania email: [email protected] email: [email protected] tel: +44(0)28 905811812 Camara Jamaica email: [email protected] Camara UK Learning Camara Learning 241a Portobello Road London W11 1LT England For more info visit: camara.org email: [email protected] tel: +44 (0)207 2437402
American Contacts
Camara US Suite 102 1020 Commercial Street CA 95112 USA
email: [email protected] tel: +1 6504756794
Children's Home, Mombasa, Kenya.
Camara 2012 Annual Report | 94 Back cover photo: Students from Tum School, Lusaka, Zambia.
Our special thanks to the numerous volunteers who contributed the photographs for this Report.
Camara Education UK Limited is registered with HM Revenue & Customs in Northern Ireland (XT17715) Camara Education Inc. has applied for registration as a 501(c)3 Organization in the US Camara Education Limited is a registered Irish Charity (CHY 16922) Camara Learning Limited is a registered UK Charity (1135540)